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Question Answered step-by-step 1. Give an example when it would be appropriate to have physical contactwith a person you worked with e.g. a touch on the shoulder in the sector you work in.2.Give an example when it would NOT be appropriate to have physical contact with a person you worked with e.g. a touch on the shoulder in the sector you work in.3.If a language barrier exists between you and another person, and an interpreter wasn't available, how else could you communicate?4.Give a reason why the ethnicity of an interpreter for a person is important.5.Who are the appropriate people to address difficulties with and seek advice?         Case Study 2 - Mrs NguyenMrs Nguyen is a new resident in an aged care facility. She is an 84-year-old Vietnamese lady. Mrs Nguyen is suffering from the results of a stroke and is very frail and not expected to live for long. Mrs Nguyen builds a small pyramid of fruit in the corner of her room every day, and every day somebody comes along and puts it into a fruit bowl for her. This obviously upsets her but she just smiles when spoken to and builds it again. Mrs Nguyen seems very lost but her family visit regularly in the evening and this makes her happy.a.Comment on this case study, particularly with reference to religious observances. Case Study 3 - JanetJanet is an HACC worker who is sometimes rostered to provide domestic support for a frail aged woman who migrated late in life from Egypt. The woman's daughter is her primary carer. Janet's roster usually has her time with this woman rostered for mid morning on a Friday. This has caused a great deal of upset. The daughter has explained that her mother particularly likes to have a shower on a Friday morning because she is Muslim. The HACC service, she has emphasised, is most welcomeon a Friday but not until late morning or early afternoon. Janet is not happy about changing her rostered travel times and routes.a.Discuss the issues here. Comment on how Janet's supervisor should approach this problem Health Science Science Nursing CHC DIV001 Share QuestionEmailCopy link Comments (0)
Question On September 11, 2001, terrorist attacks created a grave disasterthat included the destruction of the World Trade Center in New York. The day after 9/11, epidemiologists were asked to assess the environment around Ground Zero for potential hazards that might put those engaged in rescue and recovery at risk of harm. Beside the dust, what toxins might be in the air? Was the air quality safe or should rescue workers wear canister respirators or particle masks? What other protections might be necessary in the days following the disaster?In this Discussion, you will look at the impact of a disaster through the lens of an epidemiologist, addressing such questions as, "What epidemiological considerations arise in the wake of a disaster? And, what makes disaster planning or emergency preparedness effective in terms of mitigating or preventing negative aftereffects?" To prepare: -Identify a disaster that led to a population health issue. Consider this disaster through the lens of an epidemiologist, using the information presented in the Learning Resources to examine the epidemiological considerations resulting from the disaster. Conduct additional research as necessary using the Walden Library and credible websites. -Ask yourself, "What factors made the community's and/or nation's response effective or ineffective? What aspects of disaster planning or emergency preparedness did the community have in place that helped it cope with the disaster and resulting population health issue?"  Post a cohesive scholarly response that addresses the following:  -Identify the disaster and resulting population health issue.  -Describe the epidemiological considerations resulting from this disaster. Support your response with specific examples and evidence from the literature.   -Discuss the factors that made the community's and/or nation's response effective or ineffective.  -Cite In-text Citation & References using APA 7 style from resources used below.     Nash, D. B., Skoufalos, A., Fabius, R. J. & Oglesby, W. H.  (2021). On the path to health equity. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. Chapter 3  addresses non-biomedical influences on health that impact health equity. This chapter is explored in four sections: (a) meaning of health equity, (b) issues of racism and discrimination, (c) cultural competency, and (d) achieving health equity. The authors ask the reader to consider how current efforts to the address social determinants of health may be applied to your workplace. Nash, D. B., Skoufalos, A., Fabius, R. J. & Oglesby, W. H.  (2021). Policy and advocacy. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. Chapter 13  discusses the role that public policy and advocacy play  in promoting and adapting public health initiatives and policies. Key players at the national level are identified. A common form of advocacy, lobbying is introduced. A vignette describing a successful coalition was described.  Levin, A. B., Bernier, M. L., Riggs, B. J., Zero, S. D., Johnson, E. D., Brant, K. N., Dwyer, J. G., Potter, C. J., Pustavoitau, A., Lentz, T. A., Jr, Warren, E. H., Milstone, A. M., & Schwartz, J. M. (2020). Transforming a PICU into an adult ICU during the Coronavirus disease 2019 pandemic: Meeting multiple needs. Critical Care Explorations, 2(9), e0201. https://doi-org/10.1097/CCE.0000000000000201  Sprung, C. L., Cohen, R., & Adini, B. (2010). Chapter 1. Introduction. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1). S4-10 This reading describes the efforts put forth as a result of a task force established by the European Society of Intensive Care Medicine in December 2007. The chapter examines the purpose and development of standard operating procedures (SOPs) to better address population needs during an infectious disease breakout or disaster. Richards, G. A., & Sprung, C. L. (2010). Chapter 9. Educational process. Recommendations and standard operating procedures for intensive care unit and hospital preparations for an influenza epidemic or mass disaster. Intensive Care Medicine, 36(Supplement 1), S70-S79. As noted in this chapter, planning and education are imperative to adequately prepare intensive care units (ICUs) and hospitals for an influenza pandemic or mass disaster. The authors provide standard operating procedures (SOPs) and recommendations. Veenema, T. G., Deruggiero, K., Losinski, S., & Barnett, D. (2017). Hospital administration and nursing leadership in disasters. Nursing Administration Quarterly, 41(2), 151-163. doi: 10.1097/NAQ.0000000000000224.  Wu, X., Zheng, S., Huang, J., Zheng, Z., Xu, M., & Zhou, Y. (2020). Contingency nursing management in designated hospitals during COVID-19 outbreak. Annals of Global Health, 86(1), 70. https://doi-org.ezp.waldenulibrary.org/10.5334/aogh.2918  Federal Emergency Management Agency. (2011). Retrieved from http://www.fema.gov/ Explore the Federal Emergency Management Agency website, whose mission is to "support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards."    Health Science Science Nursing NR 661 Share QuestionEmailCopy link Comments (0)
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