Advanced health assessment of patients and populations

Advanced health assessment of patients and populations

Acute respiratory infections (ARIs) are the major cause of infectious illness morbidity and mortality worldwide, particularly among the elderly and children in small and medium-sized nations. This infection, which is mainly caused by viruses or a combination of viral-bacterial infections, can be infectious and spread swiftly. Although information about transmission mechanisms is constantly changing, current research suggests that in most acute respiratory diseases, droplets are the primary mode of transmission, but pathogens may also be transmitted through touch (including contaminated hands and self-inoculation) or infectious short-range respiratory aerosols. HIV is a retrovirus that mostly spreads by sperm, blood, and virginal secretions. HIV has a long latency period, which can last up to ten years before patients begin to exhibit symptoms. In terms of pandemics, HIV poses a greater threat than SARS. SARS is delivered by hand. Infectious persons should not be isolated or quarantined. It has a short latency period and can cause symptoms three weeks after exposure. It frequently has a short latency period. This assignment investigates the severe Acute Respiratory Syndrome in Epiville and the best steps that may be implemented to contain such a pandemic.

Question one of the discussion

So far, the pandemic of Severe Acute Respiratory Syndrome (SARS) has spread to several countries. The disease had been found in Europe, Asia, and parts of North America by 2003. However, the World Health Organization (WHO), the Centers for Conditions Control and Prevention (CDC), and the local Department of Health (DOH) have been at the forefront of ensuring that the disease is not exaggerated. There have been several strategies developed to halt the spread of the SARS pandemic. The Reproductive rate approach, which examines the infection rate at the secondary level, is one of them. This metric is critical since it assesses outbreak control methods. There are approximately five policy implication control measures that can be derived from this measure in this area.

Wearing a mask, issuing public advisories prohibiting public gatherings, and issuing travel advisories on the movement of people from places where SARS pandemic cases are high are among the most cost-effective implementable strategies for limiting the spread of SARS. Methods that are cost-effective to implement are ones that do not incur high costs for the government. The government will only incur the cost of creating the masks by sponsoring the user. Other precautions will be taken to ensure that people wear the required masks. The recommendation of allowing the government to cancel all public gatherings is a policy that will be inexpensive to implement. The parameter that would be most difficult to change, on the other hand, would be the advice on school closings and hospital preventive measures. These two parameters would be tough to accomplish because both would necessitate the mobilization of resources in order to be realized. The closing of the school indicates that the teacher must be paid, and the cost of keeping the students at home is equally high. As a precaution, hospitalization would require the government to increase/allocate hospital resources to cover treatment, testing, and preventive actions.

If the epidemic were HIV/AIDS, the most cost-effective intervention would be the creation of HIV transmission posters advocating for less needle use and unprotected sex. The main issue for HIV/AIDS would be to limit exposure to the virus and try to enhance the immune systems of those who are already affected.

Second discussion question

Medically, the phrase “case fatality” refers mostly to epidemiological infectious illnesses. In disciplines related to medicine or (the rate of survival), the phrase is regarded as “lethality,” which many associate with a positive connotation. Nonetheless, the phrase has the same meaning in both medicine and other fields. That is “the proportion of those who die as a result of a specific disease among those who are exposed to it” (Epiville, n.d). The case-fatality ratio, on the other hand, represents the percentage of persons who die from a specific disease after being diagnosed with that disease. In public health planning, the most valuable hypothesis is the one established from the outset. Most studies show that at the start of an outbreak, case deaths are low. This means there is still time and hope for public health to intervene and find the best remedy for the outbreak. Furthermore, public health might request that the government (depending on the severity of the disease) separate afflicted people to avoid further transmission. Because there are just symptoms and few fatalities, the first 2-12 days after an outbreak are the best time to undertake hypothesis testing.

Attempting to combat the outbreak in the midst of it will have little to no effect. There are many casualties in the midst of an outbreak. This indicates that the case fatality rate is high and the pathogenicity is above normal. Though the majority of the public reacts at this point, the causalities are so great that little can be done. It is pointless to conduct hypothesis testing near the end of an outbreak. The case fatality rate has risen over the typical curve toward the end of an outbreak. This suggests that the outbreak has already provoked an immunological response and that the majority of patients are healing from it. Unless the testing aims to avoid a future outbreak, it is essentially pointless at this stage.

Question three of the discussion

When it comes to slowing the spread of a pandemic, the optimal time is when the epidemic is in its middle stage. Many medical practitioners believe that by this point, all of the pandemic’s symptoms will have presented themselves clearly in a way that can be examined. At this point, medical facilities will have a wealth of information regarding how the pandemic is reacting or affecting people. They will have tracked its evolution and acquired enough evidence to provide a cure or the appropriate remedies for the risk group. In most circumstances, the attack rate contributes to the pandemic’s exposure. To diagnose those exposures, the case description of the disease, which shows the afflicted population (high risk) at attack intensity, must be determined. Population growth will reduce the number of attacks and vice versa. In order to offer useful statistics, you must first identify individuals who constitute an at-risk demographic. The attack rate will be reduced as the population in danger grows. The assault rate will be increased by reducing the population at risk. If an illness has a high attack rate, it spreads swiftly, requiring health providers to develop a hypothesis immediately in order to avoid potential infections. If the disease is incurable and spreading rapidly, public health can quarantine affected people or isolate a country to prevent an international pandemic.

Conclusion

The SARS outbreak was one of the deadliest pandemics to strike Epiville. Though the government is attempting to restrict the spread in collaboration with the WHO, the DOH, and the DCP, citizens must be aware of the severity of the pandemic. Because the government has set the measures for the low infection reproduction rate, it is crucial to recognize that some of these measures are costly to implement. From a broader standpoint, the assignment determined that the ideal stage to limit such a pandemic would be in its middle stage because data and information about any spread are obvious at this time. However, when it comes to hypothesis testing, the first stage is the best since public health can monitor the progress to confirm or disprove the idea.

References

Epiville. (n.d). Advanced health assessment of patients and population. https://epiville.ccnmtl.columbia.edu/sars_outbreak_study_2/discussion_question.html

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INTRODUCTION

Assessing the health of a community or population requires a different skill set than assessing individual patients. Individual patients are assessed using direct observation during the process of identifying their condition, needs, abilities, and preferences. The health of populations is assessed using data analytics that aggregate findings based on a predefined geographic area or a common characteristic. For example, a population can include the people in an entire county, state, or nation. Additionally, a population can include the people in a hospital unit or community or any other group of individuals who have shared characteristics (e.g., older women or those who attend a common event at the same place and time). A disease investigator or advanced practice nurse defines the population of interest, which may change as the investigation progresses. Defining the population is extremely important as it is essential to describe the outbreak in terms of person, place, and time (PPT).

For this task, you will create a professional multimedia presentation. This presentation will be based on your analysis of an investigation conducted in the outbreak scenario. See the “Crab Apple Valley Communicable Outbreak Simulation” in the Web Link section. It is recommended that you complete your review of this outbreak before you begin your presentation since all the information in your presentation will come from this case scenario.

You will present the methods, processes, and results of your investigation of the outbreak that is essential to controlling the spread of this disease and preventing future outbreaks. Additionally, you will present information on the guiding principles that form the basis for investigating and managing infectious disease outbreaks.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 50% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide. 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. 

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .pdf, .ppt, .pptx).

Complete the “Crab Apple Valley Communicable Outbreak Simulation” (referred to as the outbreak scenario for this task) found in the Web Links section.

Note: Before starting the simulation, please read the attached “Prelude: Epidemiology of an Outbreak” and “Tutorial Crab Apple Valley” documents.

A.   Create a multimedia presentation (suggested length of 22 slides) on your investigation of the outbreak scenario. You may use the attached “Crab Apple Valley Communicable Outbreak Simulation Multimedia Presentation Template.”

Note: While you need to create a presentation, you do not need to present it. 

Note: The multimedia presentation for this performance assessment should be uploaded as a separate attachment and should not be included in the e-portfolio or submitted as a link. 

B.   In your presentation, provide your presenter notes for each slide in the presentation, including the appropriate level of explanation, analysis, and discussion of the outbreak scenario.

C.   In your presentation, provide a title slide that includes each of the following components:

•   your name

•   the title of the presentation

•   title of course

•   instructor Name

•   the date the presentation was submitted

D.   In your presentation, provide a slide that includes an outline of the main topics that will be included in your presentation in the order they will be presented.

E.   In your presentation, describe the background of the outbreak scenario from part A by doing each of the following:

1.   Describe the key components of the case definition for the outbreak scenario.

2.   Explain the 10 steps used in the outbreak investigation and include an example for each step.

F.   In your presentation, discuss methods used to determine the existence and scope of the outbreak scenario.

1.   Discuss the active and passive surveillance methods used to identify cases in the outbreak scenario.

2.   Provide the number of suspect cases in the entire outbreak scenario.

3.   Provide the number of probable cases in the entire outbreak scenario.

4.   Discuss the mode of transmission for the outbreak scenario for both locations, including specific examples from the scenario.

5.   Discuss how the cumulative incidence can be utilized with the outbreak scenario.

6.   Calculate the cumulative incidence for the entire outbreak scenario.

G.   In your presentation, justify your study design choice to guide your analysis of the outbreak scenario by doing the following:

1.   Construct a purpose statement for your outbreak scenario research project.

2.   Describe the data collected for the outbreak scenario research project from parts F1 and F2.

3.   Present a screen capture of the outbreak plot that is clear and provides correct information.

a.  Analyze the significance of the epi curve.

4.   Analyze the significance of the incubation period of the outbreak scenario.

5.   Describe the differences between an endemic, an epidemic, and a pandemic.

a.   Discuss whether this scenario outbreak is experiencing an endemic, epidemic, or pandemic.

6.   Calculate the case fatality rate.

a.   Describe the significance of the case fatality rate.

7.   Calculate the primary and secondary attack rates.

a.   Describe how the primary and secondary attacks occurred.

H.   In your presentation, discuss the three measures of outbreak management for the outbreak scenario.

1.   Provide a rationale for the control measures that should be implemented in the outbreak scenario.

2.   Formulate a plan to disseminate information on the outbreak to other agencies and the public.

I.   In your presentation, reflect on your learning experience by responding to each of the following questions:

•   What do you know now about investigating an outbreak that you did not know before?

•   Based on what you have learned, what might you do differently if given the opportunity to investigate an outbreak?

•   In what ways can you apply the concepts you have learned to your current clinical practice?

J.   Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

K.   Demonstrate professional communication in the content and presentation of your