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HCM425 IP4

3-4 pages APA 7 format, 11pt. Calibri font., with proper in-text citations. Include two to three (2-3) scholarly references published within the last 5 years to substantiate your work. Please provide a copy of all references ,.A.I. and plagiarism reports. 

Assignment Details: 

Using the information from assignments 1–3, complete and submit Part 1 of the first draft of the Key Assignment.

You are the Program Manager, and you are trying to decide on the best course of action to decrease incidence and prevalence of the disease chosen in Week 1. Using Hypertension, African Americans and the state of Georgia as the subjects for this assignment.  

You must decide from the data which population is most at-risk and decide on the most appropriate intervention to which you should allocate funds. 

To do this, you need to see the big picture. In this assignment, you will write a proposal to your Chief Executive Officer outlining the following:

Using Hypertension, African Americans, and the state of Georgia as the subjects for this assignment. 

  • Needs assessment for your population:
    • Demographics
    • Social factors that may increase risk (poverty, health insurance, race/ethnicity, etc.)
  • Morbidity and mortality data
  • Incidence and prevalence data
  • Suggested intervention program with cost analysis
  • Justification and explanation for why this is the most appropriate intervention for the target population

2

Hypertension of African Americans in Georgia

Student’s name

Institutional affiliation

Course name

Professor’s name

Due date

Risk Factors for Hypertension in African American Communities

Hypertension or high blood pressure is one of the diseases of concern in African American communities in Georgia. Risk factors contributing to the prevalence of this condition are genetic predisposition, lifestyle choices, socioeconomic factors, and chronic stress (Ko et al., 2021). Abnormalities in the gene known as ARMC5 may be linked to high blood pressure in blacks. Lifestyle choices such as poor diet and lack of physical activity increase the risk of developing high blood pressure. Many people in the communities consume diets high in sodium and low in fruits and vegetables, thus increasing hypertension. Income status is normally negatively associated with inadequate health care facilities and healthy diets and would thus naturally cause a higher disease rate among lower-income earning individuals. Stress caused by socio-economic factors and racism also plays a role in raising blood pressure rates.

Social Determinants of Health in African American Communities

Social determinants of health are the circumstances into which one is born, grows up, lives, works, and ages that impact their disease or illness outcomes. In African American communities across Georgia, these social determinants affect their health status. Major social determinants include socioeconomic status, which influences the quality of healthcare, education, and healthy environments in which to live. African Americans in Georgia struggle to afford good meals, regular doctor visits, and hypertension and other chronic disease medications (Ko et al., 2021). Access to health care centers and doctors is another key factor, and inadequate or late treatment might ensue. Environmental issues like living in dirty neighborhoods without recreation worsen this. Thus, lower education and health literacy hinder these people' health decisions and preventive therapy. Health literacy and education affect how well people can make health decisions and get preventive treatment.

Prevalent Diseases and Health Conditions in the Community

High blood pressure is a prevalent health conditions in our community with its incidence rates being higher among the Black race than other races (WHO, 2023). Other diseases related to this include diabetes, cardiovascular diseases, and obesity. These health issues are interrelated. For instance, obesity results in hypertension as well as germinating diabetes. The high prevalence of these conditions is compounded by limited access to preventive care and management resources.

Difference Between Social Determinants of Health, Health Disparities, and Health Inequities

Social determinants of health are the broader conditions that influence health outcomes: economic stability, education, social and community context, health care access, and built environment. Health disparities are differences in health outcomes among different groups, usually attributable to these social determinants (Maness et al., 2020). Health inequities refer to the differences in health outcomes viewed as unfair and avoidable from these disparities. Inequities result from system-wide issues and inequities in resources and opportunities.

Observed Health Disparities and Inequities in the Community

My community still witnesses health disparities and inequities among African American communities. The inequalities include hypertension, diabetes, and cardiovascular diseases, which are more prevalent in this demographic than in any other population. Disparities exist in access and quality of healthcare services as African Americans usually have poor access to prompt, effective treatment. Reduced access to healthy diet and preventative treatment due to economic and educational inequalities worsens these health outcomes. Moreover, systemic racial discrimination and historical injustices have contributed to ongoing health inequities in terms of the quality and availability of care available to such communities.

Recommendations for Addressing Health Disparities and Inequities

Increased funding for community health programs focusing on preventing and treating chronic conditions, such as hypertension, can help address the condition earlier. The programs should include education regarding maintaining healthy lifestyle practices and receiving the necessary, affordable, and nutritious food (Rahimi & Nkombua, 2022). Health services can be increased through preventive services as well as routine screening. The programs can be achieved by supporting community health centers and facilitating the development of mobile clinics in less accessible parts. Additionally, implementing policies that address the social determinants of health, such as improving economic opportunities and educational attainment, can have a significant impact. Investing in programs that combat racial discrimination and promote health equity will also be essential in addressing the root causes of health disparities.

References

Ko, Y.-A., Shen, J., Kim, J. H., Topel, M., Mujahid, M., Taylor, H., Quyyumi, A., Sims, M., Vaccarino, V., Baltrus, P., & Lewis, T. (2021). Identifying neighborhood and individual resilience profiles for cardiovascular health: a cross-sectional study of blacks in the Atlanta metropolitan area. BMJ Open, 11(7), e041435. https://doi.org/10.1136/bmjopen-2020-041435

Maness, S. B., Merrell, L., Thompson, E. L., Griner, S. B., Kline, N., & Wheldon, C. (2020). Social determinants of health and health disparities: COVID-19 exposures and mortality among African American people in the United States. Public Health Reports, 136(1), 18–22. https://doi.org/10.1177/0033354920969169

Rahimi, A., & Nkombua, L. (2022). Hypertensive patients’ knowledge and practices on lifestyle modification in Extension 6, Middelburg. South African Family Practice, 64(1). https://doi.org/10.4102/safp.v64i1.5528

WHO. (2023). Hypertension Georgia 2023 country profile. Www.who.int. https://www.who.int/publications/m/item/hypertension-geo-2023-country-profile

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SHORTENED VERSION OF TITLE 1

HYPERTENSION 1

Hypertension Among African Americans

Unit 3 Individual Project

Carlene Baines

HCM 425

Professor Dajana Yoakley

August 12, 2024

Risk Factors for Hypertension in African American Communities

Hypertension, or high blood pressure, is one of the diseases of concern in African American communities in Georgia. Risk factors contributing to the prevalence of this condition are genetic predisposition, lifestyle choices, socioeconomic factors, and chronic stress (Ko et al., 2021). Abnormalities in the gene known as ARMC5 may be linked to high blood pressure in blacks. Lifestyle choices such as poor diet and lack of physical activity increase the risk of developing high blood pressure. Many people in the communities consume diets high in sodium and low in fruits and vegetables, thus increasing hypertension. Income status is usually negatively associated with inadequate health care facilities and healthy diets and would thus naturally cause a higher disease rate among lower income earning individuals. Raising blood pressure is a result of both racism and stress caused by socioeconomic factors.

Social Determinants of Health in African American Communities

Social determinants of health are the circumstances into which one is born, grows up, lives, works, and ages that impact their disease or illness outcomes. In African American communities across Georgia, these social determinants affect their health status. Major social determinants include socioeconomic status, which influences the quality of healthcare, education, and healthy environments in which to live. African Americans living in the state of Georgia struggle to afford necessities: good meals, regular doctor visits, and hypertension and other chronic disease medications (Ko et al., 2021). Access to healthcare centers and doctors is another critical factor, and inadequate or late treatment might ensue. Environmental issues like not having access to clean water and poor air quality in unkept neighborhoods without safe, clean recreation worsen this. Thus, lower education and health literacy hinder these people's health decisions and preventive therapy. Health literacy and education affect how well people can make health decisions and get preventive treatment.

Prevalent Diseases and Health Conditions in the Community

High blood pressure is a prevalent health condition in the community, with its incidence rates being higher among the Black race than other races (WHO (World Health Organization), 2023). Other diseases related to this include diabetes, cardiovascular diseases, and obesity. These health issues are interrelated. For instance, obesity results in hypertension and germinating diabetes. Limited access to resources for management and preventive care exacerbates the high prevalence of these conditions.

Difference Between Social Determinants of Health, Health Disparities, and Health Inequities

Social determinants of health are the broader conditions that influence health outcomes: economic stability, education, social and community context, health care access, and built environment. Health disparities are differences in health outcomes among diverse groups, usually attributable to these social determinants (Maness et al., 2020). Health inequities refer to the differences in health outcomes viewed as unfair and avoidable from these disparities. Inequities result from system-wide issues and inequities in resources and opportunities.

Observed Health Disparities and Inequities in the Community

The community witness's health disparities and inequities among African American communities. The inequalities include hypertension, diabetes, and cardiovascular diseases, which are more prevalent in this demographic than in any other population. Disparities exist in access and quality of healthcare services, as African Americans usually have poor access to prompt, effective treatment. Reduced access to healthy diet and preventative treatment due to economic and socioeconomic inequalities worsens these health outcomes. Moreover, systemic racial discrimination and historical injustices have contributed to ongoing health inequities in terms of the quality and availability of care available to such communities.

Recommendations for Addressing Health Disparities and Inequities

Increased funding for community health programs focusing on preventing and treating chronic conditions, such as hypertension, can help address the condition earlier. The programs should include education regarding maintaining healthy lifestyle practices and receiving the necessary, affordable, and nutritious food (Rahimi & Nkombua, 2022). Health services can be increased through preventive services as well as routine screening. Supporting community health centers and facilitating the development of mobile clinics in less accessible areas are two ways to achieve the programs. Additionally, implementing policies that address the social determinants of health, such as improving economic opportunities and educational attainment, can have a significant impact. Investing in programs that combat racial discrimination and promote health equity will also be essential in addressing the root causes of health disparities.

References

Ko, Y.-A., Shen, J., Kim, J. H., Topel, M., Mujahid, M., Taylor, H., Quyyumi, A., Sims, M., Vaccarino, V., Baltrus, P., & Lewis, T. (2021). Identifying neighborhood and individual resilience profiles for cardiovascular health: a cross-sectional study of blacks in the Atlanta metropolitan area. BMJ Open, 11(7), e041435. https://doi.org/10.1136/bmjopen-2020-041435

Maness, S. B., Merrell, L., Thompson, E. L., Griner, S. B., Kline, N., & Wheldon, C. (2020). Social determinants of health and health disparities: COVID-19 exposures and mortality among African American people in the United States. Public Health Reports, 136(1), 18–22. https://doi.org/10.1177/0033354920969169

Rahimi, A., & Nkombua, L. (2022). Hypertensive patients’ knowledge and practices on lifestyle modification in Extension 6, Middelburg. South African Family Practice, 64(1). https://doi.org/10.4102/safp.v64i1.5528

WHO. (2023). Hypertension Georgia 2023 country profile. Www.who.int. https://www.who.int/publications/m/item/hypertension-geo-2023-country-profile

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Epidemiology In Public Health

Student’s name

Institutional affiliation

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Professor’s name

Due date

Part 1: John Snow’s Epidemiology Contribution

John Snow is among the most significant figures of the period, considered the founder of modern epidemiology. Some early works done by Dr. John Snow involved using a map of the cholera outbreak in London in 1854. Prior to the process spear-headed by Dr. John Snow, disorders such as cholera were neglected through lack of right understanding and cholera was thought to be a air-borne disease. The ideas of Dr. Snow were to take primary data and try to draw it on a graph to locate the source of the outbreak which he found was a contaminated water pump (Caplan et al., 2020). Snow’s hypothesis that cholera was waterborne further indicated by mapping cholera cases around the water pump changed the method of disease transmission and can be seen as a monumental shift in public health.

This early spatial analytic contribution is one of the core case studies in modern epidemiology, trying to describe the disease, its source, and its dissemination to prevent epidemics. Principles developed within this fledgling field have since been brought into modern times with more advanced tools and methodologies—those of geographic information systems and risk terrain modeling. These methods can analyze environmental and spatial risk variables for disease outbreaks. Epidemiology has evolved by incorporating innovative statistical models, data analysis techniques, and technology in dealing with public health challenges. Dr. Snow's work remains a historical benchmark that illustrates the strength of epidemiologic methods to transform public health practice.

Part 2: Hypertension of African Americans in Georgia

Hypertension is one of the main health risks for African Americans in Georgia. Hypertension happens when there is a lot of plaque buildup in arteries—so much that blood pushes extreme amounts of force against vessel walls. The heart propelling blood through obstructed vessels raises blood pressure. In Georgia, hypertension rates are high, and the problem tends to be more acute in large towns and cities such as Atlanta. WHO (2023) showed that the global age-standardized prevalence of hypertension for those adults aged between 30 and 79 years has risen to over 47%. The findings relate to the nation's statistics, whereby 47% of adults in the United States have hypertension. Amongst the population, African Americans experience higher incidence compared to other ethnic groups. The prevalence is caused by obvious factors, including obesity, diabetes, and stress, among others. Georgia has a high population of African Americans, and this ethnic group is more predisposed to hypertension. This increased risk is in part due to socioeconomic differences, psychosocial stress, and neighborhoods where the promotion of healthy living is not supported (Ko et al., 2021). Managing these social determinants of health is important in decreasing hypertension occurrence and enhancing cardiovascular health among African Americans in Georgia.

References

Caplan, J. M., Kennedy, L. W., & Neudecker, C. H. (2020). Cholera deaths in Soho, London, 1854: risk terrain modeling for epidemiological investigations. PLOS ONE, 15(3), e0230725. https://doi.org/10.1371/journal.pone.0230725

Ko, Y.-A., Shen, J., Kim, J. H., Topel, M., Mujahid, M., Taylor, H., Quyyumi, A., Sims, M., Vaccarino, V., Baltrus, P., & Lewis, T. (2021). Identifying neighborhood and individual resilience profiles for cardiovascular health: a cross-sectional study of blacks living in the Atlanta metropolitan area. BMJ Open, 11(7), e041435. https://doi.org/10.1136/bmjopen-2020-041435

WHO. (2023). Hypertension Georgia 2023 country profile. Www.who.int. https://www.who.int/publications/m/item/hypertension-geo-2023-country-profile

Healthcare Policy Analysis

  

Introduction

  

Policies in healthcare have an impact on individuals, whether at the institutional, local, state, or federal level. As a profession, nursing has the opportunity to influence health policies on all levels. By understanding healthcare policies, nurses can be advocates for patients as a unified group.
 

Although the majority of healthcare professionals are nurses, nursing has many opportunities to increase their involvement in healthcare policy. Healthcare and nursing practice are influenced by policy. Policy affects care delivery, patient preferences, and reimbursement. Nurses are in a unique position to influence policy due to the holistic care model and patient-centered care.
 

For this task, you will analyze a federal and state policy that relates to a current area of focus in healthcare. You will discuss how the federal and state policies influence patient and healthcare delivery. You will consider the population impact of the policies and if the policies are equitable at both the federal and state level.
 

Your goal in this task is to discuss how a nurse can impact policy at the state and federal level. You should consider the role of the nurse in the development of policy at the state and federal level and how the nurse will support or influence improvements to the policy at each policy level.

Requirements

  

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
 

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). 

A.  Compare public healthcare policies at the federal and state level that affect the provision of patient care and healthcare delivery by doing the following:

1.  Describe one federal and one state public healthcare policy that affect the provision of patient care and healthcare delivery.

2.  Explain how each policy works (e.g., Is it mandatory? Will enforcement be necessary? Who is responsible for administering the policy?).

3.  Discuss each policy’s impact on the population(s) by answering the following questions:

•  What populations will benefit?

•  How will they benefit?

•  What populations will be negatively impacted?

•  How will they be impacted?

•  Does the policy impact health disparities and health equity?

4.  Discuss the evidence that informs each policy, including two scholarly evidence sources published within the last five years to support your discussion.

a.  Discuss whether the evidence identified in part A4 supports the chosen policies, including any modifications that should be made to each policy based on the identified evidence.
 

B.  Explain the role of the nurse in policy development and how the nurse could impact the administration of, or the revision of, a policy at both federal and state levels.

1.  Reflect on barriers to the nurse’s engagement in each of the following healthcare policy areas:

•  development

•  administration

•  revision

2.  Reflect on ways that you will engage with healthcare policy in each of the following areas in your future nursing practice:

•  development

•  administration

•  revision
 

C.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
 

D.  Demonstrate professional communication in the content and presentation of your submission.

Rubric

A1:Federal and State Public Healthcare Policy

Not Evident: A description of 2 public healthcare policies is not provided.

Approaching Competence: The description of 1 federal or 1 state public healthcare policy does not accurately address the policy level or does not include the source for 1 or both public healthcare policies.

Competent: The description accurately addresses 1 federal and 1 state public healthcare policy and includes the source for both public healthcare policies.

A2:Public Healthcare Policy Process

Not Evident: An explanation of how the selected healthcare policies from part A1 work is not provided.

Approaching Competence: The explanation does not thoroughly address how the federal or state public healthcare policy from part A1 works. Or the explanation does not provide relevant details from each policy.

Competent: The explanation thoroughly addresses how each of the public healthcare policies from part A1 works, with relevant details from each policy.

A3:Policy Impact on Population(s)

Not Evident: A discussion of the impact each policy has on the population(s) is not provided.

Approaching Competence: The discussion does not address the impact each policy has on the population(s) by answering each of the 5 given questions, or 1 or more of the answers are illogical.

Competent: The discussion addresses the impact each policy has on the population(s) by logically answering each of the 5 given questions.

A4:Evidence That Informs Policy

Not Evident: A discussion of evidence that informs the policies is not provided.

Approaching Competence: The discussion of the evidence that informs each policy is not logical, or the discussion does not include 2 credible scholarly evidence sources, or 1 or both sources were not published within the last 5 years.

Competent: The discussion of the evidence that informs each policy is logical, and the discussion is supported by 2 credible scholarly evidence sources that were both published within the last 5 years.

A4a:Evidence Supporting Policy

Not Evident: A discussion of whether the evidence from part A4 supports the policies is not provided.

Approaching Competence: The discussion of whether the evidence identified in part A4 supports the policies is illogical, or specific examples are not included. Or the discussion does not include any modifications that should be made to each policy based on the identified evidence, or 1 or more modifications are not reasonably based on the evidence.

Competent: The discussion of whether the evidence identified in part A4 supports the policies is logical and includes specific examples. The discussion includes any reasonable modifications that should be made to each policy based on the identified evidence.

B:Role of the Nurse in Policy Development

Not Evident: The submission does not explain the role of the nurse in policy development.

Approaching Competence: The submission does not logically explain the role of the nurse in policy development or provide specific supporting examples. Or the submission does not logically explain how nurses could impact the administration of, or the revision of, a policy at federal or state levels.

Competent: The submission logically explains the role of the nurse in policy development, including specific supporting examples. The submission logically explains how nurses could impact the administration of, or the revision of, a policy at both federal and state levels.

B1:Nursing Barriers

Not Evident: The submission does not reflect on barriers to the nurse’s engagement.

Approaching Competence: The submission reflecting on barriers to the nurse’s engagement does not address 1 or more of the given healthcare policy areas. Or the reflection is not relevant or does not include examples.

Competent: The submission reflects on barriers to the nurse’s engagement for all 3 of the given healthcare policy areas. The reflection is relevant and includes examples.

B2:Nursing Engagement

Not Evident: The submission does not reflect on ways the candidate will engage in future nursing practice.

Approaching Competence: The submission does not reflect on the ways the candidate will engage with healthcare policy in 1 or more of the given areas in future nursing practice. Or any of the given ways to engage are irrelevant to future nursing practice, or the reflection is not supported with specific examples.

Competent: The submission reflects on the ways the candidate will engage with healthcare policy in all 3 of the given areas in future nursing practice. The given ways to engage are relevant to the future nursing practice, and the reflection is supported with specific examples.

C:Sources

Not Evident: The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

Web Links

https://senate.gov/ 

    week 7

     

    Nurses interact with technology on a daily basis. For this discussion, please address each of the following aspects of the discussion:

    1. Describe a human-technology interface that you have encountered in healthcare that you think needs improving. 
    2. Describe what you would specifically like to see changed about this technology and why? 

      QUALITY IMPROVEMENT 2

        

      Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives.

        Create a case

         

        Choose one of the psychological disorders discussed in the course resources (i.e., generalized anxiety disorder, panic disorder, bipolar disorder, schizophrenia, etc.) and create a fictitious case study of someone who exhibits the behaviors of this disorder.

        Academic case studies typically focus on a single individual or small group of people, providing specific and detailed information about the person and chosen topic. Your case study for this assignment should include the following:

        • A fictitious person that is the focus of your case study
        • A description of this fictitious person
        • Specific behaviors related to the chosen psychological disorder
        • Background information to give context of these behaviors
        • Information on how the person may be affected by the chosen psychological disorder

        Use at least 4-5 sentences to answer each bullet point.

        Here is an example of how you might get started creating a case study about a person who suffers from claustrophobia. You will need to elaborate on the assignment to fully address the instruction components and rubric, but this can help to get you started: Case Study Draft.Links to an external site.

        Requirements

        • Length: 2-3 pages (not including Title or References pages)
        • 1-inch margins
        • Double spaced
        • 12-point Times New Roman font
        • References page (a minimum of 1 outside scholarly source plus the edapt and/or the weekly lesson) in APA format.

        PSYC110, Week 7: Psychological Disorders: Create a Case! Example

        Instructions

        Choose one of the psychological disorders discussed in the course resources (i.e., generalized anxiety disorder, panic disorder, bipolar disorder, schizophrenia, etc.) and create a fictitious case study of someone who exhibits the behaviors of this disorder.

        Academic case studies typically focus on a single individual or small group of people, providing specific and detailed information about the person and chosen topic. Your case study for this assignment should include the following: 

        · A fictitious person that is the focus of your case study

        · A description of this fictitious person

        · Specific behaviors related to the chosen psychological disorder

        · Background information to give context of these behaviors

        · Information on how the person may be affected by the chosen psychological disorder

        Use at least 4-5 sentences to answer each bullet point.

        Here is an example of a case study about a person who suffers from claustrophobia. You will need to elaborate on the assignment to fully address the instruction components and rubric, but this can help to get you started.

        Case Study Example: Specific Phobia-Claustrophobia

        John is a 25-year-old male who lives in a high-rise apartment building on the fifth floor. John has many friends who live in the same building; most of them live above him. John has lived in the building for about two years but has never visited his friends’ apartments. John’s friends always make jokes about how he never uses the elevator, but John shrugs it off and says he likes to get a workout in any way he can. His friends have started to get offended that John never wants to come to their apartments and hang out. They find it annoying that they always have to go to his place. John feels he is starting to lose his friends, so he has decided to tell them why he never comes over.

        One day John and his friends are at lunch, and John begins to tell them why he never comes to their apartments to hang out. He mentions that he has never liked elevators ever since he was a child. One day he was at the mall with his mom, and the elevator broke down while they were inside. John’s mom started to panic, which made John start to panic. They both were breathing heavily, starting to sweat, and feeling anxious as they were stuck in the elevator. John explained that since this incident, he has avoided elevators and other enclosed spaces as much as possible because of how they make him feel. His friends live about ten or more floors above him, so that is why John never makes it up to their places to hang out. He is hesitant to climb up and down ten flights of stairs to see his friends all the time but also fears being in an elevator. He tries to explain how he feels about elevators and enclosed spaces to his friends and says that while being in an elevator may seem like a completely normal activity for them, for him, the ride feels like a long-lasting torment.

        John’s prognosis is good, should he receive appropriate treatment. Although the condition can cause a lot of fear and anxiety, treatment can help to empower the patient (Björkman-Burtscher, 2021). This can improve the quality of life for the patient in many ways. Not only is their personal life improved, but their professional life as well. For example, the fear of confinement can limit career options for individuals with Claustrophobia (Weaver, Ojiambo, Kemp, Diserafino, & Simmons, 2023). Although either drugs or psychotherapy can be useful for Claustrophobia, I would suggest psychotherapy in John’s case.

        NOTE TO STUDENT: Be sure to mention a prognosis and treatment for John. A prognosis is a prediction about the outcome of a person’s condition and the expectation or direction the condition will follow. Treatment is an appropriate measure designed to relieve a pathological condition; for example, in John’s case, it seems he may not like enclosed places. So, John may suffer from claustrophobia. What treatment could we offer John to help with this condition? Drugs and/or psychotherapy?

        Resources: Chamberlain Library search pages with links to relevant articles

        · Search the Chamberlain Library for articles relevant to “psychological disorders”.

        · Search the Chamberlain Library for articles relevant to “psychological therapy”.

        References

        Björkman-Burtscher, I. M. (2021). Claustrophobia—empowering the patient.  European Radiology31(7), 4481–4482. https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_proquest_miscellaneous_2524874332

        Weaver, A., Ojiambo, W., Kemp, J., Diserafino, D., & Simmons, A. (2023). Confined Space Induced CLAUSTROPHOBIA.  Professional Safety68(7), 16–25. https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/f6kb8f/cdi_proquest_journals_2838780074

        Professional Accountability, Standards Of Practice, Differentiated Practice, and professional development

        The scope and standards of practice guide the nursing profession in competence and performance expectations. The scope of practice for nursing defines the activities that a person licensed as a nurse is permitted to perform while the standards of practice delineate performance expectations for all registered nurses. Review Chapter 3, "The Nursing Workforce," of The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity, located in the Topic 2 Resources, and compare the scope of practice and differentiated practice competencies of licensed practical nurses (LPNs), registered nurses (RNs), and advanced practice registered nurses (APRNs). Review "Scope of Nursing Practice" from Nursing: Scope and Standards of Practice, located in the Topic 2 Resources. Standard 12 of the standards of practice describes the nurse's role related to education. Explain the role of professional development (life-long learning) in the context of this standard.

        Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to "RN-BSN Discussion Question Rubric" and "RN-BSN Participation Rubric," located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.

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