Discussion 1: Applied Epidemiology

Walden University Discussion 1: Applied Epidemiology-Step-By-Step Guide

This guide will demonstrate how to complete the Walden University Discussion 1: Applied Epidemiology assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for Discussion 1: Applied Epidemiology

Whether one passes or fails an academic assignment such as the Walden University Discussion 1: Applied Epidemiology depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for Discussion 1: Applied Epidemiology

The introduction for the Walden University Discussion 1: Applied Epidemiology is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for Discussion 1: Applied Epidemiology

After the introduction, move into the main part of the Discussion 1: Applied Epidemiology assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for Discussion 1: Applied Epidemiology

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for Discussion 1: Applied Epidemiology

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

Stuck? Let Us Help You

Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.

Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the Discussion 1: Applied Epidemiology assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.

NURS 8310 Discussion 1: Applied Epidemiology

Discussion 1: Applied Epidemiology

The Impact of Natural Disasters on Community Mental Health

Traumatic Events and Population Health

Natural disasters kill on average 60,000 people yearly and are responsible for 0.1% of global deaths (Ritchie & Roser, 2014). Disasters include geophysical, meteorological, and climate events and can be caused by earthquakes, volcanic eruptions, wildfires, storms, and hurricanes (Ritchie &Roser, 2014). These events are considered traumatic and can trigger stress in the affected individual leading to mental health issues. The after-effects of surviving a hurricane can elevate symptoms of post-traumatic stress disorder (PTSD), depression, and anxiety. PTSD often stems from a massive trauma that has been experienced by an entire population such as earthquakes, terrorist attacks, hurricanes, and wildfires (Friis & Sellers, 2021).

Epidemiologic Response to PTSD

Epidemiologic research has examined various mental health outcomes such as PTSD, that are a result of extremely traumatic events

Friis & Sellers, 2021). PTSD victims tend to reexperience the traumatic event, whether a natural disaster, war, or rape, which may then progress in some instances to persisting psychopathology (Friis & Sellers, 2021). Mental health epidemiology developed easily administered instruments to assess the prevalence of mental disorders in population surveys (Friis & Sellers, 2021). Self-reported depression symptom scales, such as the Center for Epidemiologic Studies Depression (CES-D) scale, have proven to be a reliable, sensitive, and valid measure of depressive symptoms and change depressive symptoms as clinical interview ratings (Friis & Sellers, 2021). The CES-D scale examines how individuals who experience a natural disaster vary in the severity of their response and the relationship between proximity to the traumatic event and degree of mental impairment (Friis & Sellers, 2021).

Factors that Made Community Response Ineffective

The medical focus in disaster preparedness has always been on injury, infection prevention, and exposure-related illness (Yun et al., 2010). Post-disaster mental health interventions have always been lacking, and incorporating mental health-related emergency response into the core competencies for disaster preparedness is important (Yun et al., 2010). Mental health services to assist with coping with the loss of family or property are not always readily accessible to individuals in need, particularly in rural and lower-income communities. Furthermore, best practices for surveillance for mental health problems and substance abuse during disasters remain largely undeveloped (Yun et al., 2010).

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: Discussion 1: Applied Epidemiology

References

Friis, H.R., & Sellers, T.A. (2021). Epidemiology for Public Health Practice (6th ed.). Jones & Bartlett Learning.

Ritchie, H., & Roser, M. (2014). Natural disasters. Our World in Data. Retrieved from https://ourworldindata.org/natural-disasters#citation

Yun, K., Lurie, N., & Hyde, P.S. (2010). Moving mental health into the disaster-preparedness spotlight. The New England Journal of Medicine, 363(13),1193-1195. Retrieved from

https://www.nejm.org/doi/full/10.1056/NEJMp100830#article_citing_articles

Week 11: Applied Epidemiology Hurricane Katrina

Collapse

Week 11: Applied Epidemiology

Hurricane Katrina

The third deadliest hurricane in the history of the United States is Katrina, with more than 1,800 people losing their lives across

Florida, Mississippi, and Louisiana (Hurricane Science, 2020). Louisiana alone approximately evacuated 1.5 million people before the

storm, but an estimated 200,000 individuals stayed through the hurricane (Medicine et al., 2007). Although three states were affected,

Louisiana’s city of New Orleans received the most significant news media coverage because of the death and destruction Hurricane

Katrina caused in that area.

Population Health Issues

The existing floodwaters presented the most critical health issues to the population of New Orleans. The standing water was a

breeding ground for mosquitoes, increasing the outbreak of West Nile disease, growing mold, and rising endotoxins levels (Frank,

2012). So, people developed illnesses from contaminated food, water, and unsafe housing structures.

Epidemiological Consideration

In the case of Hurricane Katrina, policymaking is essential to ensuring this type of disaster does not happen again. The local and

state governing bodies neglecting to fund repairs caused the levee to break in New Orleans. When budgetary issues significantly

impact policy options (Nash et al., 2019), people can suffer from placing money over doing what is best for the community. Leading to

diseases such as Escherichia coli counts, which were found to be 100 times higher than those typically found in river runoff water in

New Orleans (Barclay, 2005)

Response of the Community and/or Nation

Hurricane Katrina revealed that natural disasters and public health crises are equally crucial as threats to national security and

uncovered The Federal Emergency Management Agency (FEMA) incompetence to respond to these disasters (Guidotti, 2006). The

unpreparedness of FEMA left millions of people vulnerable to environmental and health issues. People were left without food, lights,

clean water, and unsafe housing/shelter. The recuse methods were insufficient and unplanned, leaving people in the community to

assist one another.

References

Barclay, L. D. (2005). Epidemiologic consequences of Hurricane Katrina: A newsmaker interview with Raoult Ratard, MD. Medscape. https://www.medscape.com/viewarticle/513376

Frank, B. (2012). The health effects of Hurricane Katrina [Case Study]. https://serc.carleton.edu/NAGTWorkshops/health/case_studies/hurricane_Katrina.html

Guidotti, T. L. (2006). Hurricane Katrina: An American tragedy. Occupational Medicine, 56(4), 222–224. https://doi.org/10.1093/occmed/kqj043

Medicine, I. O., Board on Population Health And Public Health Practice, & Research, And Medicine Roundtable On Environmental Health Sciences. (2007). Environmental public health impacts of disasters: Hurricane Katrina: Workshop summary. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK54237/

Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2019). Policy and advocacy. In Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. https://online.vitalsource.com/#/books/9781284205367/cfi/6/2!