Epidemiological Methods-Skin Cancer

Epidemiological Methods-Skin Cancer

The advanced practice registered nurse (APRN) role has become critical in oncology care. APRNs are expected to develop and adopt various tools and interventions for cancer screening and prevention. My selected disease for this discussion is skin cancer. The main types of skin cancer include basal cell carcinoma, squamous cell carcinoma, and melanoma. The selected diagnostic or screening tool I will focus on is a skin biopsy.

Skin Biopsy, its Purpose, and What Age Group it Targets

Skin biopsy is a skin cancer screening tool that involves removing a piece of the skin tissue for laboratory inspection. A skin biopsy can help APRNs in oncology and dermatology departments evaluate a part of the skin, whether or not it is cancerous. Skin biopsy can also be used to screen for other skin conditions and diseases. There are different types of skin biopsies that can be used to screen for different types of skin. APRNs can use shave biopsy, which involves scalping a thin layer of the skin for evaluation, and punch biopsy, in which a deeper skin sample is removed for examination. Other major types of skin biopsy used for complex skin cancer screening include incisional and excisional biopsies. Incisional biopsy includes surgical removal of a part of the growth in growth as a part of the screening procedure. Excisional biopsy is a screening procedure involving surgical methods to remove a whole growth and a part of the skin and the growth examined.

Skin biopsy is primarily used to diagnose various skin conditions. It helps in the diagnosis of common types of skin cancer. Besides these, skin biopsies can also help in differentiating the type of skin cancer as well as differentiating between a cancerous and non-cancerous skin lesion, such as differentiating between a melanoma and eczema or a severe autoimmune reaction. Besides differentiating the types of skin cancer and cancerous and non-cancerous skin conditions, a skin biopsy can help APRNs and other health professionals determine the stage of skin cancer development, its severity, and its progression and response to treatment. The best thing about skin biopsy is that as a screening tool, it can be used on patients of any age group who have a skin lesion or growth that needs to be evaluated for further evaluation.

Has skin biopsy been specifically tested in this age group?

Skin biopsy is a specifically tested diagnostic tool for skin cancers and other non-cancerous skin conditions across all age groups. There are various studies focused on the predictive ability of skin biopsy, including screening sensitivity, reliability, and specificity in identifying and differentiating results.

Predictive Ability of Skin Biopsy

Skin biopsies are combined with other laboratory testing methods and technologies to test for skin cancers. Although skin biopsies can provide improved screening capabilities for skin cancers, the predictive ability of the tests depends on the type of skin. Studies have shown a high reliability, validity, and specificity of skin biopsy tests. For instance, studies by Agarwal & Singh (2022) and Bratchenko et al. (2021) applied skin biopsies in procedures for testing skin cancers and found that skin biopsies improved the efficiency of testing and the accuracy of classifying the types of skin cancer. Additionally, skin biopsy was found to improve the sensitivity and accuracy of 3D convolutional networks in identifying melanoma by over 92 per cent (Wang et al., 2021). The predictive values for screening and classification of test results are from stage 1 to stage 4. I would integrate skin biopsy in screening for skin cancers in my practices as per the tests’ accuracy, validity, and reliability. It is also easy to perform.

References

Agarwal, K., & Singh, T. (2022). Classification of Skin Cancer Images using Convolutional Neural Networks. SSRN Electronic Journal. https://doi.org/10.48550/arxiv.2202.00678

Bratchenko, I. A., Bratchenko, L. A., Moryatov, A. A., Khristoforova, Y. A., Artemyev, D. N., Myakinin, O. O., Orlov, A. E., Kozlov, S. V., & Zakharov, V. P. (2021). In vivo diagnosis of skin cancer with a portable Raman spectroscopic device. Experimental Dermatology, 30(5), 652–663. https://doi.org/10.1111/EXD.14301

Wang, Q., Sun, L., Wang, Y., Zhou, M., Hu, M., Chen, J., Wen, Y., & Li, Q. (2021). Identification of Melanoma from Hyperspectral Pathology Image Using 3D Convolutional Networks. IEEE Transactions on Medical Imaging, 40(1), 218–227. https://doi.org/10.1109/

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Please refer to the attached file and choose one of the diseases from the DB week 2 screening tool(PLEASE CHOOSE ONE DISEASE)

· Gestational Diabetes

· Iron Deficiency Anemia

· Skin Cancer

Week 2
Epidemiological Methods
Discussion
Purpose
This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.

The use of discussions provides students with opportunities to contribute graduate-level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Course Outcomes
This assignment enables the student to meet the following course outcomes:

CO 4: Discriminate among various screening tools that may be used in the provision of care as an Advanced Practice Nurse.

Due Date
Initial prompt due by Wednesday, 11:59 PM MT of week 2
One peer and one faculty or two peer posts are due by Sunday 11:59 PM MT of week 2
A 10% late penalty will be imposed for initial discussions posted after the weekly deadline, regardless of the number of days late. No postings will be accepted after 11:59 pm MT on Sunday (i.e., the student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59 pm MT.

Total Points Possible: 60 points
Preparing the Assignment
Assignment Requirements

Your course faculty will provide you with topics for the Week 2 Discussion Board. You will need to check the NR503 course Announcements for the topics for the Week 2 Discussion Board regarding screening. The week’s topics were choosen from the following website: Agency for Healthcare Research and QualityLinks to an external site.
Reply to the following prompt:
Describe the diagnostic or screening tool selected, its purpose, and what age group it targets.
Has it been specifically tested in this age group?
Next, discuss the predictive ability of the test. For instance, how do you know the test is reliable and valid? What are the reliability and validity values? What are the predictive values? Is it sensitive to measure what it has been developed to measure, for instance, HIV, depression in older adults, or Lyme disease? Would you integrate this tool into your advanced practice based on the information you have read about the test? Why or why not?
You should include a minimum of two (2) scholarly articles from the last five (5) years (3 is recommended).
Respond to a minimum of two (2) individuals, peers and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
Your work should have in-text citations integrating at a minimum one scholarly article and the course textbook. APA format should be utilized to include a reference list. Correct grammar, spelling, and APA should be adhered to when writing; work should be scholarly without personalization or first-person use.
Need assistance? Click here for the Week 2 FAQ document to an external site.  That discusses these terms.

Posting Directions

Posts should be made on a minimum of 3 separate days/dates.
All faculty replies to students must be responded to directly in the discussion board.
Minimum posting is:
Initial discussion board post to the weekly prompt, two peer posts (if there are no faculty postings), or one peer post and a faculty post.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT
Category Points % Description
Scholarly 13 22%
The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion.
The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.
The student recognizes the accuracy, logic, relevance, or clarity of statements.
The student asks clarifying questions and knows when clarifying questions need to be asked.
The student distinguishes fact from opinion.
Application 20 33%
All components of discussion prompt addressed (met) in initial posting.
The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.
All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point.
Information and knowledge are accurate.
The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
All postings integrate scholarly sources to support points consistently.
Interactive Dialogue 10 16.6%
Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application.
Interacts with a professional tone and is able to express opinions with ownership and without judgement.
Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.
43 72% Total CONTENT Points = 43 pts

DISCUSSION FORMAT
Category Points % Description
APA 12 20%
In text citations are formatted per APA 7th ed.
Reference list is formatted per APA 7th ed.
Spelling, grammar, and scholarly tone are per APA 7th ed.
Spelling / Grammar etc. 5 8%
Posts should utilize correct spelling and grammar (sentence structure and avoidance of slang or casual language).
17 28% Total FORMAT Points = 17 pts
60 100% DISCUSSION TOTAL = 60 points

Client’s Notes:
Please disregard the attached file (Reminder) for this order