Evaluation of Epidemiological Problem Guidelines & Grading Rubric Purpose The purpose of this assignment is to · Provide learners with the opportunity to integrate knowledge and skills learned throughout this course · Directly apply principles and knowledge learned in the course to problem solving of population health problems in their own geographic areas. Course Outcomes This assignment enables the student to meet the following course outcomes: 1. Define key terms in epidemiology, community health, and population-based research. 2. Compare study designs used for obtaining population health information from surveillance, observation, community, and control trial based research. 3. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. 4. Apply commonly used measures of health risk. 5. Examine current ethical/legal issues in epidemiology. 6. Identify important sources of epidemiological data. 7. Evaluate a public health problem in terms of magnitude, person, time, and place. Due Date: Sunday, 11:59 p.m. MT at the end of Week 6. Total Points Possible: 150 Requirements This paper should clearly and comprehensively identify the disease or population health problem chosen. The problem must be an issue in your geographic area and a concern for the population you will serve upon graduation with your degree. The paper should be organized into the following sections: 1. Introduction with a clear presentation of the problem as well as significance and a scholarly overview of the paper. 2. Background of the disease including definition, description, signs and symptoms, and current incidence and/or prevalence statistics current state, local, and national statistics pertaining to the disease. (Include a table of incidence or prevalence rates by your geographic county, state, and national statistics.) 3. A review of current surveillance methods and any mandated reporting or methods for reporting the disease for providers. 4. Conduct descriptive epidemiology analysis of the disease including who is more frequently affected and characteristics of the population that might help in creating a prevention plan. Include costs (both financial and social) associated with the disease or problem. 5. Review how the disease is diagnosed, current national standards for screening or prevention, and pick one screening test and review its sensitivity, specificity, positive predictive value, cost and any current national guidelines for conducting which patients to conduct this test on. 6. Provide a brief plan of how you will address this epidemiological disease in your practice once you are finished with school. Provide three actions you will take along with how you will measure outcomes of your actions. 7. Conclude in a clear manner with a brief overview of key points of the entire disease, Preparing the Paper · Page length: 7-10 pages, excluding title/cover page · APA format 6th edition · Include references when necessary. · Include at least one table to present information somewhere in the paper. Directions and Grading Criteria Category Points Possible Points Earned Comments Scholarly Introduction (clear presentation of problem) 10 Background and significance of the disease (includes incidence or prevalence statistics) 25 Current surveillance methods 25 Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease) 25 Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided) 25 Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured) 25 Conclusion 10 Mechanics of writing, APA 5 Total 150 Total Points earned = A quality paper will meet or exceed all of the criteria requirements. Chamberlain College of Nursing NR503 Population Health, Epidemiology, & Statistical Principles January 2018 Grading Rubric Assignment Criteria Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Competent or satisfactory level of performance Needs Improvement Poor or failing level of performance Developing Unsatisfactory level of performance Identification of the problem/concern 10 Points 9 Points 8 Points 4 Points 0 Points Comprehensively identifies the problem/concern Adequately identifies the problem/concern Identification of problem/concern is limited Identification of problem/concern is unclear. Identification of problem/concern is absent Background and significance of the disease (includes incidence or prevalence statistics) 25 Points 22 Points 20 Points 10 Points 0 Points Background is complete, presents risks, disease impact and includes a review of incidence and prevalence of the disease within the student’s local area, state, and nationally. Evidence supports background. Background is complete, presents risk, disease impact and at least one set of incidence and prevalence statistics are presented and supported by evidence. Background missing one or more key points and at least one set of incidence and prevalence statistics are presented. Lack of evidence or limited presentation of the background. Background missing more than one key point and at least one set of incidence and prevalence statistics are presented, or there is no supported evidence. Unclear conclusions or presentation. Background and significance of the disease is not provided. Current surveillance methods 25 Points 22 Points 20 Points 10 Points 0 Points Current local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence More than one local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, and information on whether the disease is mandated for reporting, supported by evidence One of either local, state, and national disease surveillance methods are reviewed, currently gathered types of statistics, or only information on whether the disease is mandated for reporting, or evidence is lacking to support this area. Unclear conclusions or presentation. Local, state, and national disease surveillance methods were not discussed. Descriptive epidemiological analysis (includes characteristics of the at-risk population and/or those affected by the disease and costs of the disease) 25 Points 22 Points 20 Points 10 Points 0 Points Comprehensive review and analysis of descriptive epidemiological points of the identified disease and population most at risk, supported by scholarly evidence. Adequate review with some analysis of descriptive epidemiological points of the identified disease and population most at risk supported by scholarly evidence. Limited review and analysis of key descriptive epidemiological points of the identified disease and at-risk population. Minimal analysis of key descriptive epidemiological points of the identified disease and at-risk population. No analysis of key descriptive epidemiological points of the identified disease and at-risk population is provided. Screening and diagnosis (includes review of current guidelines for screening and diagnosis of the disease. In-depth review of statistics one screening or diagnostic test provided) 25 Points 22 Points 20 Points 10 Points 0 Points Comprehensive review of current guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented. Adequate review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests is presented. Limited review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests. Minimal or unclear review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests. Review of guidelines for screening, diagnosis, and statistics related to validity, predictive value, and reliability of screening tests not provided. Plan of action (includes at least three evidenced based actions, supported by literature, that the student will take in their own practice and how outcomes will be measured) 25 Points 22 Points 20 Points 10 Points 0 Points A comprehensive plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease. An adequate, but not fully comprehensive, plan of action specific to the student’s interests, the problem, and the geographic area is presented with 3 evidenced based actions that will be taken to address the impact, outcomes, or prevalence of the disease. A limited plan of action specific to the student’s interests, the problem, and the geographic area is, outcomes, or prevalence of the disease. Three actions are presented with limited or little evidence. Actions are minimal or unclear, or lack specificity to geographic area, are not supported directly by evidence or are not direct actions the student can take in practice. Plan of action not provided. Conclusion 10 Points 9 Points 8 Points 4 Points 0 Points The conclusion thoroughly, clearly, succinctly, and logically presents major points of the paper with clear direction for action. The conclusion adequately and logically presents major points of the paper with clear direction for action, but lacks one major point or is not succinct. The conclusion is a limited review of key points of the paper, is not succinct, or lacks one or more major points of the paper or clear direction for action. Conclusion is unclear or significantly limited in overview of the paper. Conclusion not provided. Grammar, Spelling, APA 5 Points 4 Points 3 Points 2 Points 0 Points APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted. Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. Total Points Possible = 150 points
April 2, 2018
Culture And Health
April 2, 2018

MY BODY/MY HEALTH

Reflection Journal Entry Description

Unit 4 – Environment, You, & Social Activism

This Reflection Journal Entry has two activities: Activity 1 and Activity 2. Each Activity is worth 50/100 points.

Introduction: Completing this Unit 4 Reflection Journal Entry will give you the opportunity reflect on some of your patterns of consumption, and to identify actions you can take to address the environmental problems our world is facing today.

Rationale:

Turning resources into waste faster than waste can be turned back into resources puts us in global ecological “overshoot”, depleting the very resources on which human life and biodiversity depend.

Today humanity uses the equivalent of 1.6 planets to provide the resources we use and absorb our waste. This means it now takes the Earth one year and six months to regenerate what we use in a year. Americans account for only five percent of the world’s population but create half of the globe’s solid waste.

Moderate UN scenarios suggest that if current trends continue, by the 2030s we will need the equivalent of two Earths to support us. And of course, we only have one.

Individuals (people like you and I!) and institutions worldwide must begin to recognize ecological limits. We must begin to make ecological limits central to our everyday and long-term decision-making and use our human ingenuity to find new ways to live, within the Earth’s bounds.

Source: http://www.footprintnetwork.org/our-work/sustainable-development/

https://www.scientificamerican.com/article/american-consumption-habits/

Activity 1: “Overshoot”, You, and the Well-Being of the Planet

This Activity has two parts: Part A and Part B It is worth 50/100 points

Part A: Watch “The Story of Stuff” (link below) and answer the following questions: http://storyofstuff.org/movies/story-of-stuff/ (2007 Official Version, 21:24)

1) What is the “Golden Arrow of Consumption”?

2) Who is Victor Lebow, and what did he say in the 1950’s that is so important to us today?

Part B: Reflect and answer the following questions:

1) What factors influence your decision to buy something new?

2) List the last five products you purchased that were not food or drink (can be clothes, electronics, etc.). Why did you buy each one of these products? Please elaborate: if you needed it, why did you need it? If you wanted it, why did you want it?

3) What is the difference between a “want” and a “need”?

4) Consumption habits include both spending habits and one’s personal habits of usage of products/material items – such as the number of paper towels one uses in the restroom, choices around food, clothing, personal hygiene items, etc. List 3 positive and 3 negative consumption habits someone might have. Explain.

5) Create a list of 5 reasons why it is difficult to change your consumption habits when living in your day-to-day routine.

6) What is a consumption habit you personally have, that you would be willing to work on changing after watching “The Story of Stuff”? Why? How could go about doing this? How would both you and the planet benefit?

· The word count for Activity 1 (this includes both Part A and Part B) is 350-500 words using 12-point Arial font.

· See below for additional grading criteria.

Activity 2: “UMass Student Engagement” This Activity is worth 50/100 points

Using Campus Pulse, or Sustainable UMass. or Facebook, find two clubs on campus that focus on an environmental issue. Explain their mission, detail upcoming activities that they are planning or past events. Would you join this club? Why or why not?

Campus Pulse Link-https://umassamherst.collegiatelink.net/

· The word count for Activity 2 is 150-300 words using 12-point Arial font.

· See below for additional grading criteria.

JOURNAL ENTRY GRADING RUBRIC

This Journal entry is worth 100 points

Activity 1 is worth 50/100 points

Activity 2 is worth 50/100 points

Your journal will be graded using the following scale, and will be assessed using the criteria below:

Journal Grading Scale:

Needs Improvement: 0-73.9 points

Meets Expectations: 74-89.9 points

Exceptional: 90-100 points

Your work in each Activity will be graded as according to the degree to which:

· It demonstrates self-reflection, understood as careful thought about your feelings, thoughts, and experiences (worth 20 points)

· It is well thought-out and developed, with content that is specific and appropriate (worth 20 points)

· It follows the specified word count using 12-point Arial font (worth 5 points)

· Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)

Points will be deducted from late entries as follows:

· 20 points will be deducted from journal entries posted on Blackboard ANYTIME after 11:59 PM on the specified due date, up to the first 24 hours.

· 20 additional points will be deducted each 24 hours after this, up to 72 hours after the specified due date.

· After 72 hours you will receive a zero (0) for your journal entry assignment in that Unit.

We strongly suggest that you do not wait until the last minute to post your journal entries as there is always the chance that technical problems (internet, hardware, etc.) might interfere with your ability to upload your work onto Blackboard.

We will not be able to grant exceptions to this grading policy for late entries!

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