Disaster Recovery Plan Transcript

Disaster Recovery Plan Transcript

Hello, and welcome to today’s presentation on the disaster recovery plan. This presentation is specially tailored to formulate a disaster plan that will eliminate health disparities and improve the accessibility to community services after disasters. Do you need urgent assignment help ? Contact us. Our team of experts is ready to help.

Presentation Outline

We will begin by describing the determinants of health and identifying potential cultural, economic, and social factors that impede safety and the community’s recovery efforts. We will then describe the proposed disaster recovery plan and explain its impact on minimizing health disparities and enhancing access to community services. After that, we will explain the impact of health and governmental policy on disaster recovery efforts. Finally, we will identify the strategies to eliminate communication barriers and promote interdisciplinary collaboration to bolster disaster recovery efforts.

Determinants of Health

The social determinants of health are diverse. Economic stability is associated with improved health (Healthy People 2030, n.d.). This can be attributed to the ability to afford healthcare services and proper nutrition by economically stable households. Conversely, lower socioeconomic levels are associated with poor health outcomes. People with higher levels of quality education are more likely to lead healthy lifestyles than those with low educational levels (Healthy People 2030, n.d.). Access to quality healthcare services is associated with improved health outcomes. Factors such as lack of health insurance and culturally insensitive environments impede access to quality healthcare services. Further, social and community-related factors entail people’s interactions with family members, colleagues, friends, and community members. Positive social and community interactions are associated with better health outcomes by creating a safe environment. Environmental factors include access to clean and safe water, an environment deficient in crime or violence, and pollution (Healthy People 2030, n.d.). A safe environment is associated with better health outcomes (Healthy People 2030, n.d.).

Cultural, Social, and Economic Barriers

Cultural, social, and economic factors impede safety and recovery efforts in the community. Examples of cultural factors include the absence of cultural congruence and language barriers (Brooks et al., 2019). Cultural congruence requires healthcare providers and other stakeholders to recognize and respect the perspectives and beliefs of patients and colleagues (Brooks et al., 2019). Cultural sensitivity creates an accommodative environment and increases access to healthcare services. Language barriers impede open communication. This can be addressed using translators (Brooks et al., 2019). Social barriers include factors such as discrimination, racism, and violence. Racism, discrimination, and violence generate fear among community members (Healthy People 2030, n.d.). Consequently, the probability of seeking health care services is reduced. Violence is a health risk that reduces the safety of community members. Further, households with low economic status cannot afford quality healthcare services, education, and housing (Healthy People 2030, n.d.). This is associated with poor health outcomes compared with economically stable households.

Proposed Disaster Recovery Plan

Demographic data from Valley City reveal that the population comprises various ethnicities. Ninety-three percent of the population comprises Whites, three percent are Latinos, two percent are African Americans, and one percent are Native Americans. Additionally, 204 residents require special needs. My proposed disaster recovery plan has adopted various strategies to minimize health disparities and increase access to community services. The first strategy is cultural sensitivity. Cultural sensitivity entails recognizing and respecting other people’s cultural beliefs (Brooks et al., 2019). Cultural sensitivity can be achieved via staff training and research. Research will enable stakeholders to know the beliefs of a specific group of people, whereas training equips staff with knowledge and skills for dealing with diverse ethnicities (Brooks et al., 2019). Translators are relevant because Valley City’s data indicates that undocumented immigrants have limited English proficiency. This can impede access to healthcare services. Special needs specialists are also relevant in this context to facilitate open communication using techniques such as lip-reading and American Sign Language (Blanck, 2022). Additionally, disability-friendly environments can improve access to community services. Examples include designated parking areas and designing buildings to improve accessibility. Ramps and elevators improve access to healthcare services for physically disabled people (Blanck, 2022).

Considering Principles of Social Justice

Social justice advocates for fairness when dealing with members of the community. The principles of social justice can be used to uphold health equity for the residents of Valley City. Access to resources ensures that everyone has an equal opportunity to benefit from healthcare services. This can be upheld by available, affordable health coverage. Similarly, equity promotes or advocates for healthcare services that address the specific needs of individual patients (Thrift & Sugarman, 2019). This is accomplished via holistic care that fulfills the patient’s physical, psychological, religious and economic needs (Frisch & Rabinowitsch, 2019). Participation requires all members to actively participate in the decision-making process. The opinions and perspectives of community members regarding the treatment plans and other interventions should be respected (Thrift & Sugarman, 2019). Diversity advocates for cultural congruence (Thrift & Sugarman, 2019). All cultural beliefs of members of the community should be respected. Human rights is a fundamental principle that is recognized globally. Healthcare providers and other stakeholders should uphold the legal, civil, cultural, and economic rights of patients (Thrift & Sugarman, 2019). This includes the right to access quality healthcare services and the right to fair treatment.

Impact of Health and Governmental Policy

Various health and governmental policies impact disaster recovery efforts. The Robert T. Stafford Disaster Relief and Emergency Assistance Act created a framework for the Federal Emergency Management Agency’s (FEMA’s) disaster recovery programs (National Library of Medicine, n.d.). The act grants the present the authority to issue emergency declarations. By so doing, timely dissemination of federal aid to affected families takes place hence improving disaster recovery. The Sandy Recovery Improvement Act of 2013 amended the Stafford Act to facilitate the allocation of resources to enable the repair and restoration of eligible facilities (National Library of Medicine, n.d.). Additionally, it advocates for the inclusion of childcare expenses in the Federal Emergency Management Agency’s (FEMA) assistance program (National Library of Medicine, n.d.). By so doing, vulnerable populations are protected.

The Disaster Mitigation Act of 2000 directs states and local governments to conduct mitigation planning as an eligibility criterion for post-disaster mitigation grants (National Library of Medicine, n.d.). This is relevant because comprehensive and elaborate disaster mitigation plans promote timely interventions and improve recovery rates. The Homeland Security Act of 2002 advocates for a National Response Plan to enable the timely initiation of interventions (National Library of Medicine, n.d.). Additionally, it advocates for a National Incident Management System to develop procedures for the timely management of various disasters (National Library of Medicine, n.d.).

The Post-Katrina Emergency Reform Act of 2006 advocates for reunifying families after disasters and protecting vulnerable populations (National Library of Medicine, n.d.). This is accomplished by the National Emergency Family Registry and a disability coordinator from the Federal Emergency Management Agency. These efforts improve disaster recovery efforts (National Library of Medicine, n.d.). The Disaster Recovery Reform Act (DRRA) improves the operations of the Federal Emergency Management Agency by providing an elaborate funding system to promote timely interventions (FEMA, n.d.). The Americans with Disabilities Act (ADA) prohibits discrimination against people living with a disability. By so doing, equity is upheld by addressing their unique post-disaster needs (Blanck, 2022).

Strategies for Overcoming Communication Barriers

Communication barriers can be addressed using techniques such as embracing translators, cultural congruence, and therapeutic nursing communication (Brooks et al., 2019; Kwame & Petrucka, 2021). Translators help eliminate language barriers between healthcare practitioners and patients (Brooks et al., 2019). This applies to those with limited English proficiency and people with special needs who rely on lip-reading and American Sign Language. Cultural congruence creates an environment that respects the beliefs of patients (Brooks et al., 2019). By so doing, they feel respected, and they establish open communication. Therapeutic communication entails the proper use of verbal and nonverbal communication cues. It helps create a good relationship between healthcare providers and patients and promotes open communication (Kwame & Petrucka, 2021). Examples of these techniques include proper turn-taking, active listening, empathy, paraphrasing, and summarizing (Kwame & Petrucka, 2021).

Strategies for Enhancing Interdisciplinary Collaboration

Open communication will enable members of the disaster relief team to seek clarifications from each other, hence better collaboration. Also, a clear definition of roles will promote accountability among disaster relief team members (Rachma Sari et al., 2018). Each member will work toward the accomplishment of their unique roles. A clear definition of goals and objectives will promote harmony among disaster relief team members (Rachma Sari et al., 2018). Accordingly, team members’ efforts will be channeled toward fulfilling the group’s goals. Sufficient resources will eliminate the need for competition. Ideally, competition can cause conflicts and hinder interdisciplinary collaboration. Lastly, rewards will be used to reinforce positive collaborative efforts among team members (Rachma Sari et al., 2018).

References

Blanck, P. (2022). Disability-inclusive employment, cancer survivorship, and the Americans with Disabilities Act. Journal of Cancer Survivorship, 16(1), 142–151. https://doi.org/10.1007/s11764-021-01141-4

Brooks, L. A., Manias, E., & Bloomer, M. J. (2019). Culturally sensitive communication in healthcare: A concept analysis. Collegian, 26(3), 383–391. https://doi.org/10.1016/j.colegn.2018.09.007

FEMA. (n.d). https://www.fema.gov/disaster/disaster-recovery-reform-act-2018#:~:text=In%20October%202019%2C%20FEMA%20published,efforts%20to%20implement%20the%20law.

Frisch, N. C., & Rabinowitsch, D. (2019). What’s in a Definition? Holistic Nursing, Integrative Health Care, and Integrative Nursing: Report of an Integrated Literature Review. Journal of Holistic Nursing, 37(3), 260–272. https://doi.org/10.1177/0898010119860685

Healthy People 2030. (n.d.). Social Determinants of Health. https://health.gov/healthypeople/priority-areas/social-determinants-health

Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: barriers, facilitators, and the way forward. BMC Nursing, 20(1), 1–10. https://doi.org/10.1186/s12912-021-00684-2

National Library of Medicine. (n.d.). Healthy, Resilient, and Sustainable Communities after Disasters: Strategies, Opportunities, and Planning for Recovery. https://www.ncbi.nlm.nih.gov/books/NBK316538/

Rachma Sari, V., Hariyati, R. T. S., & Syuhaimie Hamid, A. Y. (2018). The association between stereotyping and interprofessional collaborative practice. Enfermeria Clinica, 28(June), 134–138. https://doi.org/10.1016/S1130-8621(18)30053-6

Thrift, E., & Sugarman, J. (2019). What is social justice? Implications for psychology. Journal of Theoretical and Philosophical Psychology, 39(1), 1. https://doi.org/10.1037/teo0000097

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Hello, this is my last assessment on the course “Practicing in the Community to Improve Population Health”. You will have to use the assessment from assessment one to complete this last assignment. The order number for assignment one is 46047. Please help me follow all directions and the rubric. Once you get the presentation ready and a separate transcript, I will then record the presentation while reading from the transcript. Thank you

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concerns and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?

As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention.

Nurses provide accurate, evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 3: Evaluate health policies based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a health promotion plan to an individual or group within a community.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
References
Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 5558.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24-48 hours for receiving feedback.

Instructions

Complete the following:

Prepare a 10-12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.

PRESENTATION FORMAT AND LENGTH

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:

Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:

Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
SUPPORTING EVIDENCE

Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Additional Requirements

Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.