By investigating the scholarly literature, you will answer the questions: What type of trip does this systematic review and meta-analysis inspire? Since the paper is greater than five years old, does the current evidence suggest that these issues are still relevant? What unique health challenge do you believe is feasible as a focus for improvement?

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Overview

A persuasive speech can be one of the most challenging types of presentation. For this type of presentation, you need to persuade someone to buy into your idea or approve your proposal. Your experience of composing a persuasive speech for this assignment will better prepare you to develop an effective poster presentation for your project. At the beginning of this course, you were presented with four potential humanitarian aid trip options that could be funded by the SNHU Humanitarian Aid Foundation. After reading the paper “ Aggressive and Violent Behavior Among Military Personnel Deployed to Iraq and Afghanistan: Prevalence and Link With Deployment and Combat Exposure,” you are inspired to propose a new trip to the stakeholders.

By investigating the scholarly literature, you will answer the questions: What type of trip does this systematic review and meta-analysis inspire? Since the paper is greater than five years old, does the current evidence suggest that these issues are still relevant? What unique health challenge do you believe is feasible as a focus for improvement? How are the elements of occupational health, environmental health, violence, and injury connected to this situation? How could they be improved if a humanitarian aid trip were performed in this scenario?

Prompt

Read the paper provided in the overview section. Your challenge is to persuade the foundation to adopt this issue as a potential humanitarian aid trip option. Begin your persuasive speech with a summary of what you are requesting. Be clear and concise about the purpose. Then, discuss how this trip addresses the elements of occupational health, environmental health, violence, and injury as presented in the module resources. Additionally, you should refrain from using the first person in order to maintain objectivity and professionalism in your presentation.

Note that you should cite at least three scholarly sources from your investigation. The evidence should not be older than five years. To access the Shapiro Library Guide: Nursing—Graduate, go to the Start Here section of the course.

Specifically, you must address the following rubric criteria:

Request Statement: Provide a clear, concise, and persuasive summary of your request statement.

Explore the programs and resources published since systematic review and meta-analysis.

Provide a brief summary of the trip you propose to address this situation, and briefly prepare the audience to hear your persuasive statement.

Population: Describe the population in this scenario. Be sure to include all relevant characteristics for painting a meaningful, detailed picture for your audience.

Health Challenges: Examine the unique health challenges facing this population.

Occupational Health: Explain the occupational health issues in connection to this situation.

Environmental Health: Analyze the environmental contamination issues that contribute to this situation.

Violence and Injury: Explain how the elements of violence and injury are connected to this occupational exposure and environmental contamination.

Conclusion: Summarize and restate the request based on the evidence provided in your speech.

Write (2 pages) comparing the indigenous cultures of North and South America. Be sure to address the following questions: How did the Olmec, Aztec, Inca, Maya, and North American Indians differ in their ways of life and cultural achievements?

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When we discuss the early history of the Americas, we need to consider the early indigenous cultures and understand the complex society that was present before Europeans arrived. For this assignment:

  • Write (2 pages) comparing the indigenous cultures of North and South America. Be sure to address the following questions:
    • How did the Olmec, Aztec, Inca, Maya, and North American Indians differ in their ways of life and cultural achievements?
    • How did their circumstances (e.g., geography, history, and/or the accomplishments of the societies that had preceded them) serve to shape their traditions and cultures?
    • Are these traditions and cultures still alive today?

This assignment should be in current APA Style with both a title page and a reference list that includes all of the sources used. At least two scholarly sources should be used (your textbook can be one of the sources).

NO PLAGIO MORE THAN 10 %

ADD REFERENCES 2-3 NO OLDER THAN 5 YEARS

2 PAGES

DUE DATE MARCH 11, 2023

Describe two significant historical trends in nursing education and the ways they have influenced nursing education today. Why are these trends significant, and are they still in use? If so, why have they been so successful? If not, why were they discontinued and how could they have been improved? 

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There are several notable trends in nursing education that have shaped the way nursing education is done today. The introduction of evidence-based practice in nursing school and nursing leadership are arguably two of the more influential changes in recent years. Evidence based practice allows practicing nurses to choose proper interventions based upon evidence from well-designed studies (Mthiyane & Habedi, 2018). This framework is still in use due to several advantages in the practicing world such as empowering nurses, decreasing health care costs and improving health care quality (Myhiyane & Habedi, 2018).

Nursing education began to include clinical nurse leadership in the early 2000’s and is significant because it enabled nurses to bridge the gap between education and practice through an advanced degree (King et al, 2018). Clinical nurse leaders are important and are still taught today because of the importance of their roles in improving patient care through an organizational level (King et al, 2018).

 

King, C., Gerard, S., & Rapp, C. (2018). Essential knowledge for CNL and APRN Nurse Leaders. Springer Publishing Company. DOI: 10.1891/9780826183712

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA = SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177

Links to an external site.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

· Describe two significant historical trends in nursing education and the ways they have influenced nursing education today. Why are these trends significant, and are they still in use? If so, why have they been so successful? If not, why were they discontinued and how could they have been improved?

Hello class,

 

Nursing programs in the United States have experienced vast changes over the past 150 years (Keating, 2014). These changes include the diversity in school programs; this includes students and instructors. Nursing has also evolved, including men in the profession. In 1893, Isabel Hampton played a major part in setting standards for nursing programs, which has evolved today to nursing programs focusing on evidence-based practice and improved curriculum to ensure nursing students are ready to provide care (Keating, 2014; Melnyk et al., 2014). Some historical trends in nursing education that stand out to me are the increased focus on advanced practice degrees. The nursing field was once considered a trade and now a profession with growing responsibilities and autonomy (Edens, 2021). Nurses have options of gaining their ADN, BSN, MSN and even becoming a doctor in their profession (Edens, 2021). The nursing field has an array of avenues that can be pursued and with this comes the educational component needed to support these advanced degrees (Edens, 2021). Another change is the use of technology, with the use of simulation and improved interactive learning. Students are able to improve psychomotor skills and applied critical skills.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

On the national level exists an accrediting agency known as the American Association of Colleges of Nursing (CCNE). The CCNE work to accredit nursing baccalaureate and master’s degree programs (American Association of Colleges of Nursing (N.D.).  To meet the demands of safely caring for patients, standards of professional nursing practice must be meet. Achieving those standards of nursing practice requires a standardization of clinical competency that is set forth by accreditation agencies for nursing schools (Poortaghi et al, 2020). As evidence-based practice changes and the demands for caring for the public changes, so should the requirements for nursing school and nursing curricula changes to adapt to meet those needs. A very real and recent example of this is how nursing programs dealt with the closure of many hospitals to students during the COVID-19 pandemic. Accrediting agencies like CCNE had to allow changes in requirements due to clinical sites being severely restricted (Shorey, 2022). As such, nursing curricula adapted to allow more online formats and vaccine drives, and the like.

 

American Association of Colleges of Nursing (N.D.). What we do. https://www.aacnnursing.org/CCNE-Accreditation/What-We-Do

Links to an external site.

Poortaghi, S., Salsali, M., Ebadi, A., & Pourgholamamiji, N. (2020). Accreditation of nursing clinical services: Development of an appraisal tool.  Nursing open,  7(5), 1338–1345. https://doi.org/10.1002/nop2.505

Links to an external site.

Shorey, S., Pereira, T. L., Teo, W. Z., Ang, E., Lau, T. C., & Samarasekera, D. D. (2022). Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis.  Nurse education in practice,  65, 103483. https://doi.org/10.1016/j.nepr.2022.103483

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Accreditation Commission for Education in Nursing (ACEN) provides specialized peer-reviewed accreditation for nursing education and transition-to-practice programs (Accreditation Commission for Education in Nursing (ACEN, 2020).  The ACEN is recognized by the U.S. Department of Education (USDE) and by the Council for Higher Education Accreditation (CHEA) as the one of the largest accrediting agencies that specializes in accrediting nursing program domestically and internationally (ACEN, 2020).  To meet criteria for accreditation universities must five standards including administrative capacity and resources, faculty, students, curriculum, and outcomes (ACEN, 2023).  Each standard then has specific criterion that is evaluated as a part of the accreditation process. In the 2023 guideline, the ACEN has expanded the curricula to include student learning outcomes based on professional nursing standards, student outcomes that are organized for students’ achievement, innovative teaching and learning activities, updated curricula that is student centered, general and nursing education that supports student learning, compliant with contact hours, expands on contemporary learning enjoyments, use of healthcare technology and simulation, appropriate clinical learning environments, and appropriate formative and summative evaluation (ACEN, 2023).    The role of the organization is to ensure that the nursing institution is meeting the standards set by the ACEN through an optional advisory review that supports the university as they obtain their accreditation prior to their onsite visit (ACEN, 2023).  If a nursing program is meeting these requirements and demonstrates their commitment to its philosophy and values by educating a diverse population of students, the organization will grant the accreditation.  Critical to this philosophy is the recognition of the dynamics of the nursing career that has resulted in significant changes on how we educate students.  With the impending launch of the Next Generation NCLEX exam launching this summer, nursing institutions are evolving to become more application and case study based to challenges students’ clinical judgement (NCSBN, 2023).  It will be interesting to see in the following months and years how the changes in NCLEX will effect passing rates and as a result accreditation standards.

Accreditation Commission for Education in Nursing. (2020). About. https://www.acenursing.org/about/

Links to an external site.

Accreditation Commission for Education in Nursing. (2023). 2023 Standards and Criteria. https://www.acenursing.org/acen-2023-accreditation-manual/acen-2023-standards-and-criteria/

Links to an external site.

NCSBN. (2023). Next Generation NCLEX Project. https://www.ncsbn.org/exams/next-generation-nclex.page

Links to an external site.

Issues that may be encountered in Liberia’s Ebola research

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Other health issues that may be encountered in Liberia’s Ebola research

 

 

 

 

 

 

 

Precious Teasley

 

Southern New Hampshire University

 

IHP-501-Q2461 Global Health and Diversity

23TW3

 

Professor Carolina Baldwine

 

March 3, 2023

Other health issues that may be encountered in Liberia’s Ebola research

Challenge #1: Malaria

Malaria could pose a serious health issue during the humanitarian trip to Liberia. It is a serious problem in tropical areas (Ridge et al., 2021). Uncomplicated malaria can progress to severe malaria, which can occasionally be fatal if not identified and treated quickly. Some people are more susceptible to developing severe malaria. Pregnant women, children under five, and those with HIV/AIDS are at risk. Travelers to areas where malaria is prevalent are at risk. Malaria-prone individuals develop some immunity. Partial immunity makes malaria less harmful (Ridge et al., 2021). All age groups are at risk in regions with low transmission and immunity, but children make up the majority of malaria fatalities in Liberia.

Malaria symptoms start manifesting ten to fifteen days after a mosquito bite. Malaria symptoms include chills, fever, and headaches. People with partial immunity may catch the illness in regions where malaria is common without exhibiting any symptoms (asymptomatic infections) (Ridge et al., 2021). Malaria can cause multi-organ failure in adults in addition to severe anemia, respiratory distress, or cerebral malaria in children. Testing for parasites can reveal the presence of malaria. Malaria testing is helpful for the diagnosis and treatment of febrile illnesses.

In Liberia, malaria is a constant threat. Malaria infections and fatalities increase during the rainy season (May–October). Most medical facilities are shut down because of Ebola fear, and only 10% of patients attend outpatient appointments. Doctors struggle to diagnose and treat these diseases because the initial symptoms of Ebola and malaria are similar (fever, headache, weakness, and joint pains) (Ridge et al., 2021). Fever patients’ avoidance of hospitals due to Ebola fear has complicated the management of both infections. The main cause of fever in the nation is malaria, but with targeted efforts, the incidence of fever cases may decline.

Challenge #2: Acute respiratory infections (ARIs)

Acute respiratory infections (ARIs) are also obstructing research on Ebola in Liberia. The upper respiratory tract, known as the nares, includes the middle ear, paranasal sinuses, and nasal passageways (Li et al., 2018). In Liberia, acute respiratory infections can be life-threatening or have repercussions that last for a long time. Another is respiratory failure, which results from the lungs’ inability to function properly and raises blood CO2 levels.

The airway epithelium is part of the respiratory system. It controls how much air gets to the alveoli and protects the lungs from getting sick. The epithelial cells that line the airways talk to immune cells and make chemicals that help the immune system. These chemicals can change innate and adaptive immune responses (Li et al., 2018). Because of the viruses that cause severe respiratory illnesses, the immune system is not as strong as it used to be. Ebola virus replication in the respiratory tract has not been linked to lung damage. EVD, on the other hand, is marked by chest pain, shortness of breath, coughing, and nasal discharge, all of which are signs that more than one system is affected. Most viral infections of the upper respiratory tract (Li et al., 2018). Antibiotics do not kill viruses. In the vast majority of instances, the symptoms can be managed at home with the help of pain relievers, rest, and beverages.

The primary cause of illness and death for Liberian children under five is ARIs. The flu and colds are the most prevalent ARIs. Acute respiratory illness is linked to children’s age, race, parents’ income, type of housing, and how they were raised (Li et al., 2018). ARI might be less common if families had more money, kids ate better, and community members knew more about indoor and outdoor pollution. In developing nations, it is essential to treat, prevent, and detect ARIs early.

Challenge #3: Tuberculosis (TB)

Another challenge that may be encountered in Liberian Ebola research is tuberculosis. Airborne microbes can spread TB. TB can harm not only the lungs but also the spine, kidneys, and brain. The consequences of untreated TB include death (De St. Maurice et al., 2018). TB symptoms include fatigue, weight loss, a fever, and night sweats. TB lung disease is characterized by coughing, chest pain, and bloody coughing. TB symptoms vary according to the body part. A TB patient’s coughing, sneezing, speaking, or singing can spread TB germs. These viruses might stay in the air for hours (De St. Maurice et al., 2018). A latent tuberculosis infection results from breathing in TB bacteria. Not all TB carriers become ill. The result is TB infection and disease. Treatment options exist for latent and active TB. If untreated, latent tuberculosis infection can progress to TB disease that goes untreated and can be fatal.

Despite the WHO’s Stop TB Strategy’s 20-year success, TB still seriously threatens the public’s health. Liberia is one of the West African nations with a TB epidemic. People with symptoms like a cough and fever may have avoided medical facilities because of Ebola concerns or quarantine restrictions, contributing to the overall decline in presumptive TB cases (De St. Maurice et al., 2018). By increasing mortality in this patient group at the time of symptoms, Ebola may have decreased the number of TB cases. The significant decreases in smear-positive TB diagnoses could have been caused by laboratory technicians’ Ebola infection or death, their relocation to the area to handle suspected and confirmed Ebola cases, and the “no touch” policy, which made it difficult to perform laboratory procedures (De St. Maurice et al., 2018). This approach may have contributed to the decline in EPTB, which necessitates clinical examination and investigation for diagnosis.

 

References

De St. Maurice, A., Ervin, E., Orone, R., Choi, M., Dokubo, E. K., Rollin, P. E., Nichol, S. T., Williams, D., Brown, J., Sacra, R., Fankhauser, J., & Knust, B. (2018). Care of Ebola survivors and factors associated with clinical sequelae—Monrovia, Liberia.  Open Forum Infectious Diseases,  5(10). https://doi.org/10.1093/ofid/ofy239

Li, Y., Wang, H., Jin, X., Li, X., Pender, M., Song, C., Tang, S., Cao, J., Wu, H., & Wang, Y. (2018). Experiences and challenges in the health protection of medical teams in the Chinese Ebola treatment center, Liberia: A qualitative study.  Infectious Diseases of Poverty,  7(1). https://doi.org/10.1186/s40249-018-0468-6

Ridge, L. J., Stimpfel, A. W., Klar, R. T., Dickson, V. V., & Squires, A. P. (2021). Infection prevention and control in Liberia 5 years after Ebola: A case study.  Workplace Health & Safety,  69(6), 242-251. https://doi.org/10.1177/2165079921998076