- Write a 5–6 page, APA-formatted report that explains the responses to a global event, how issues of race, class, and gender may have affected the response, and the role of international and altruistic organizations in providing health care services related to the event. Describe barriers to receiving health care services related to the event, and explain the role of the professional nurse in providing health care services related to the global event. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
- Competency 1: Explain the factors that affect the health of communities.
- Explain the response to a global event at the local and national levels.
- Explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event.
- Explain the role of international and altruistic organizations in providing health care services during a global event.
- Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
- Explain the role of the professional nurse in providing health care services related to global events.
- Competency 3: Develop an evidence-based nursing response for providing health care services related to community crises.
- Describe barriers to health care services during a global event.
- Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for a nursing professional.
- Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
- Correctly format paper, citations, and references, using current APA style.
Check Your ProgressUse this online tool to track your performance and progress through your course.
- Competency 1: Explain the factors that affect the health of communities.
- Toggle Drawer
According to the World Health Organization (WHO), natural disasters kill approximately 90,000 people and impact another 160 million people every year (2015). Natural disasters such as earthquakes, tsunamis, hurricanes, and wildfires not only have an immediate impact on those who live in and around the affected area, they also often have a longer-term effect on the health and well-being of those impacted. Developing countries are frequently unable to respond to natural disasters effectively and efficiently because they lack resources, infrastructure, and disaster-preparedness systems. Poor health care systems in developing countries also make these countries more vulnerable to epidemics such as the recent outbreak of Ebola in Chad, Guinea, Liberia, and Sierra Leone. According to a report from Save the Children (2015), some developing countries have less than one health care worker for every 2,000 people. Other diseases such as malaria and pneumonia account for as many as 17,000 child deaths every day (Save the Children, 2015). Show Less Nurses can provide critical skills during times of global events. Whether by volunteering directly at the site of the event or by recruiting, screening, and training other professional nurses behind the scenes, nurses are crucial to global relief efforts.
Save the Children. (2015). A wake-up call: Lessons from Ebola for the world’s health systems. Retrieved from http://www.savethechildren.org/atf/cf/%7B9def2ebe-… World Health Organization. (2015). Natural disaster profiles. Retrieved from http://www.who.int/topics/emergencies/en/
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Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
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- What does it mean to be a global citizen?
- What responsibility do health care professionals assume during times of global events, by being global citizens?
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The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
The following e-books or articles from the Capella University Library are linked directly in this course:
- Rowthorn, V. (2013). A place for all at the global health table: A case study about creating an interprofessional global health project. Journal of Law, Medicine & Ethics, 41(4), 907–914.
- Mitani, S., Kako, M., & Mayner, L. (2014). Medical relief for the 2011 Japan earthquake: A nursing account. Nursing & Health Sciences, 16(1), 26–30.
- Li, X. H., & Zheng, J. C. (2014). Efficient post-disaster patient transportation and transfer: Experiences and lessons learned in emergency medical rescue in Aceh after the 2004 Asian tsunami. Military Medicine, 179(8), 913–919.
- Agusto, F. B., Teboh-Ewungkem, M. I., & Gumel, A. B. (2015). Mathematical assessment of the effect of traditional beliefs and customs on the transmission dynamics of the 2014 Ebola outbreaks. BMC Medicine, 13(1), 1–17.
- Charania, N. A., & Tsuji, L. (2012). A community-based participatory approach and engagement process creates culturally appropriate and community informed pandemic plans after the 2009 H1N1 influenza pandemic: Remote and isolated First Nations communities of Sub-Arctic Ontario, Canada. BMC Public Health, 12(1), 268–276.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4014 – Global Perspectives of Community and Public Service Library Guide to help direct your research.
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
- World Health Organization. (n.d.). Health action in crises publications. Retrieved from http://www.who.int/hac/publications/en/
- Brewer, K. (2010, June). Who will be there? Ethics, the law, and a nurse’s duty to respond in a disaster (ANA Issue Brief). Retrieved from https://www.nursingworld.org/~4af058/globalassets/…
- DeMoro, R. A. (2014, September 8). The underreported side of the Ebola crisis [Blog]. Retrieved from http://www.nationalnursesunited.org/blog/entry/the…
- American Nurses Association. (n.d.). Disaster preparedness and response. Retrieved from http://www.nursingworld.org/disasterpreparedness
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
- Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.
- Chapter 10.
Suppose that within your health care organization there is no formal process or structure for health care professionals to volunteer time and services in times of global need. You would like to develop a proposal for establishing a process that would allow nurses and other health care professionals to secure time off to work with a specific worldwide organization, to provide health care services during global events. As part of the proposal, you would need to provide background research to support your request. Conduct background research on either one of the following to support the proposal you would develop:
- Choose one worldwide epidemic, such as the 2009 flu pandemic, 2009 mumps outbreak, 2012 Middle East respiratory syndrome coronavirus outbreak, the recent Ebola virus epidemic, or another epidemic. Research articles that focus on how the initial outbreak was handled; the role of social attitudes and issues of race, class, and gender in responding to the outbreak; barriers to people receiving proper health care; and the role of nursing in providing health care services related to the epidemic.
- Choose one natural disaster, such as the earthquakes in Haiti, Pakistan, or Nepal; Cyclone Nargis in Myanmar; the Indian Ocean earthquake and tsunami, or any other natural disaster that brought a worldwide response. Research articles that focus on the initial response to the disaster; the role of social attitudes and issues of race, class, and gender in responding to the disaster; barriers to survivors receiving health care; and the role of nursing in providing health care services related to the disaster.
For this assessment, develop background research that would support a proposal for an organizational process allowing health care professionals to volunteer time and services when global events happen. First, identify the global event you will be using in your research, and then:
- Explain how the local and national (meaning the nation in which the event took place) communities responded to the event. Who responded? How long did the first response take? How did health care providers respond?
- Explain how social attitudes, as well as issues of race, class, gender, or other factors may have influenced the response to the event. Be sure you consider not only the response of the home country, but the global response as well.
- Describe barriers to health care services for the people impacted by the event. Some barriers may be obvious, and other barriers less obvious; try to consider multiple aspects.
- Explain the role of international health organizations and altruistic organizations in providing health care services related to the global event.
- Explain the role of the professional nurse in providing health care services related to the global event. Consider scope of practice when working professionally out of one’s area of license—either nationally or globally.
Complete your assessment using the following specifications:
- Title page and reference page.
- Number of pages: 5–6 (not including the title and reference pages).
- At least 4 current scholarly or professional resources.
- APA format for the entire document, including citations and references.
- Times New Roman font, 12-point, double-spaced.
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