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NURS 8301: Population Health And Epidemiology Then And Now Assignment

NURS 8301: Population Health And Epidemiology Then And Now Assignment

Epidemiology methods have had an impact in population health. Over the years, data collected from various studies has been analyzed to provide possible solutions to the current health problems. As a result, various health problems have been addressed resulting in improved health outcomes. Over the years, the scope and practice of population health have evolved. One major evolution has been using technology to analyze epidemiological data to facilitate disease surveillance and monitoring (Ahlbom, 2020). In addition, epidemiological data has been used to map different diseases and identify their risk factors, such as sanitation, diets, and genetics, thus helping shift the focus from the treatment of diseases to their prevention. Epidemiological data also provide data on the various preventative and treatment health interventions used and assess their effectiveness in various population groups (Matranga et al., 2021). Epidemiological data analysis has also helped analyze social determinants and health disparities such as poverty and determine their impact on health policies and outcomes. Lastly, previously collected data can be used to predict future disease burden and any risk of an outbreak.

In the 19th and early 20th centuries, nurses’ work in population health had expanded to include advocacy, community health, and reforms. Community health nurses were actively engaged in community home visits and providing health education about nutrition and sanitation at community levels (UPEEN, n.d.). In addition, they would engage with the members and work with local leaders to advocate that the health needs of the communities are addressed. The nurses also helped establish local health centers that would provide affordable and accessible health services to the local community. Lastly, female nurses such as Florence Nightingale and Lilian Ward advocated for nursing educational schools, women’s rights, and reforms in housing and working.

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Nurses have been vital in promoting health education to the public by informing them on the various risk factors, disease symptomatology and prevention, and the importance of regular screenings. As a result, the information has been crucial in preventing and early disease diagnosis, which helps reduce disease and complication burdens and improves health outcomes (Walton et al., 2022). In addition, the nurses can identify the health needs, priorities, and disparities and come up with various plans that can be used to solve the issues. Such methods include active advocacy for public health policies that can help promote equal and just access to healthcare services.

References

Ahlbom, A. (2020). Epidemiology is about disease in populations. European Journal of Epidemiology, 35(12), 1111-1113.https://doi.org/10.1007/s10654-020-00701-9

Matranga, D., Bono, F., &Maniscalco, L. (2021). Statistical advances in epidemiology and public health. International journal of environmental research and public health, 18(7), 3549.https://doi.org/10.3390/ijerph18073549

University of Pennsylvania, (UPENN). (n.d). https://www.nursing.upenn.edu/nhhc/american-nursing-an-introduction-to-the-past/

Walton, A. L., Nikpour, J. A., & Randolph, S. D. (2022). Population health in a global society: Preparing nurses for the future. Public Health Nursing, 39(5), 1098-1106.https://doi.org/10.1111/phn.13081

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A century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.

For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

 

TO PREPARE:

  • Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.
  • Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.

BY DAY 3 OF WEEK 1

Post a 300- to 400-word blog post addressing the following:

  • How has the practice and scope of population health changed? Include in your explanation the role of epidemiology in promoting the health of populations.
  • What role did nurses play at the advent of these concepts in the 1800s and early 1900s? Be sure to differentiate between individual and population-based care.
  • How can nurses play an effective role in advancing population health today? Discuss two ways you can make a difference at the population level.

BY DAY 6 OF WEEK 1

Respond to at least two colleagues on two different days in one or more of the following ways:

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

 

POPULATION HEALTH AND EPIDEMIOLOGY THEN AND NOW

A century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.

For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level.

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

LEARNING RESOURCES

Required Readings

Required Media

  • Introduction to Epidemiology and Population Health with Dr. Letha Thomas

Time Estimate: 3 minutes

 

TO PREPARE:

  • Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.
  • Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.

BY DAY 3 OF WEEK 1

Post a 300- to 400-word blog post addressing the following:

  • How has the practice and scope of population health changed? Include in your explanation the role of epidemiology in promoting the health of populations.
  • What role did nurses play at the advent of these concepts in the 1800s and early 1900s? Be sure to differentiate between individual and population-based care.
  • How can nurses play an effective role in advancing population health today? Discuss two ways you can make a difference at the population level.

BY DAY 6 OF WEEK 1

Respond to at least two colleagues on two different days in one or more of the following ways:

  • Ask a probing question, substantiated with additional background information, evidence, or research.
  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
  • Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Rubric

NURS_8310_Week1_Blog_Rubric

NURS_8310_Week1_Blog_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain Posting: Idea and Content
60 to >49.0 ptsExcellent

• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date.

 49 to >38.0 ptsGood

• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date.

 38 to >27.0 ptsFair

• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date.

 27 to >0 ptsPoor

• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date.
60 pts
This criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses.
20 to >11.0 ptsExcellent

• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.

 11 to >6.0 ptsGood

• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.

 6 to >2.0 ptsFair

• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.

 2 to >0 ptsPoor

• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date.
20 pts
This criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.
20 to >11.0 ptsExcellent

• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.

 11 to >6.0 ptsGood

• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.

 6 to >2.0 ptsFair

• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.

 2 to >0 ptsPoor

• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date.
20 pts
Total Points: 100

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The practice and scope of population health have evolved significantly over the years, shaped by advancements in epidemiology and the broadening understanding of health determinants. Historically, the focus was more on combating infectious diseases through sanitary reforms and controlling environmental factors. Today, population health encompasses a wide array of factors including genetics, social determinants, and lifestyle choices, aiming to improve health outcomes and reduce health disparities across large groups.

Epidemiology plays a central role in this evolution, serving as the foundation for understanding disease patterns and health outcomes in populations. It guides public health interventions, policy-making, and health promotion strategies by identifying risk factors and evaluating the effectiveness of health programs (Friis & Sellers, 2021). The discipline has expanded from tracking the spread of infectious diseases to include chronic disease epidemiology, environmental health, and behavioral health, reflecting the complex interplay of factors that influence population health.

In the 1800s and early 1900s, nurses like Florence Nightingale, Clara Barton, and Lillian Wald pioneered the integration of individual and population-based care. They recognized the importance of environmental factors in health outcomes and advocated for sanitary reforms, public health education, and community nursing practices. These early nurses played crucial roles in shifting the focus from individual care to a broader population health perspective, laying the groundwork for modern public health nursing (Gallagher, 2020; Michals, 2015; Rothberg, 2020).

Today, nurses can advance population health through various roles and strategies. Firstly, they can leverage their positions to advocate for policies that address social determinants of health, such as poverty, education, and housing. By participating in policy development and implementation, nurses can influence the broader factors that impact population health (Curley, 2020). Secondly, nurses can lead and participate in community-based health promotion and disease prevention programs. This involves working directly with communities to develop tailored interventions that address specific health needs, thereby reducing health disparities and improving overall health outcomes.

Significant developments in the history of epidemiology and population health, such as the transition from infectious to chronic disease epidemiology, have influenced current practices. Unlike the early days when the focus was primarily on controlling environmental factors to prevent diseases, today’s approach is multi-faceted, addressing a wide range of determinants from genetics to lifestyle and environmental exposures.

Nurses play a vital role in promoting population health by bridging the gap between individual care and population-based strategies. Their direct engagement with communities and individuals positions them uniquely to advocate for and implement changes that improve health outcomes at the population level (Curley, 2020; Friis & Sellers, 2021).

References:

Curley, A. L. C. (Ed.). (2020). Population-based nursing: Concepts and competencies for advanced practice (3rd ed.). Springer.

Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.

Gallagher, A. (2020). Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemic. Nursing Inquiry, 27, e12369. https://doi.org/10.1111/nin.12369Links to an external site.

Michals, D. (Ed.). (2015). Clara Barton. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-bartonLinks to an external site.

Rothberg, E. (2020). Lillian Wald. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/lillian-waldLinks to an external site.

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