For scenario 1A and B, I would instruct the business owner to encourage all employees to stay home if they are sick, wash their hands, cover their coughs, and keep all work areas clean and sanitized (OSHA, 2022). I would also go over CDC recommendations such as guidelines for staying home such as having a fever of 100 degrees or higher and not returning to work until the employee is 24 hours fever free (CDC, 2021). Informing the business of flu symptoms such as runny nose, headache, body aches, vomiting, or diarrhea would also be beneficial for the employer to know in order to keep their business open (CDC, 2021). To keep staffing safe and making sure their business can stay open, discussing a flexible leave policy for employees who are sick would also allow the business to stay open and properly staffed (OSHA, 2022).
In order to keep all scheduled events as planned, I would instruct the hosting business to go over flu prevention guidelines with all staff prior to the event. By going over prevention guidelines, each employee is educated on proper actions to prevent the flu from spreading before and at the event. The next step I would discuss would be to inform participants to attend the event at their own risk due to the possibility of contracting the flu. If participants are warned ahead of the event, they are able to make necessary arrangements to prevent any complications if they were to contract the flu at the event. Finally, I do not think the event needs to be cancelled due to the possibility of contracting the flu. Anyone could catch the flu from someone anywhere in their daily encounters. If the participants have any health conditions, they should be able to make any needed arrangements in case they contract the flu.
For scenario 3, I would instruct the daycare workers to research flu prevention strategies that are specific to their environment. The daycare should look at the Center for Disease Control and Prevention. Once they are able to obtain the needed information for flu prevention in their daycare centers, the center administration will be able to educate their employees and their students parents. I would also keep parents informed daily if cases are present in their center. Students are exposed in various environments and can cross contaminate other students. The CDC has flyers for parents to prevent contracting and spreading the flu, providing each parent with these flyers gives them the needed information to tackle the flu. If several participants test positive for the flu or are exposed to the flu, I think sporting events should be cancelled so it is not further spread. Students may have siblings that could contract the flu and spread among more family members and others who come in contact with them.
For disaster response, there are local agencies such as EMS, police departments, local health departments. National response services consist of American Red Cross, FEMA, Salvation Army, CDC, and Habitat for Humanity. In my community we have Habitat for Humanity, local emergency services, and 2 hospitals with one being a trauma center. I do not think that there is a gap in care in our area. Although we are a small community, we have several local agencies, businesses, and churches who assist with any disaster responses. Strengths for my community would be the closeness of our community. Our community really rallies around each other during any difficult time. Churches open their doors for shelters, provide warm meals for families, and donate items to those during difficult times. A weakness my community may have would be lack of resources. Although there are several resources available, if there was any mass disaster, I am afraid there may not be enough resources for those in our area. But the surrounding communities would offer any assistance needed.
Resources:
Information for Businesses & Employers about Seasonal Influenza. (2021, June 11). Centers for Disease Control and
Prevention. https://www.cdc.gov/flu/business/index.htm
Schools & Childcare Providers. (2022, October 7). Centers for Disease Control and Prevention. https://www.cdc.gov/flu/school/index.htm
Seasonal Flu – Employer Guidance Reducing Non-Healthcare Workers’ Exposures to Seasonal Flu Virus | Occupational Safety and Health
Administration. (n.d.). https://www.osha.gov/seasonal-flu/non-healthcare-employersLinks to an external site.
DISASTER PLANNING FOR PUBLIC HEALTH
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
BY DAY 7 OF WEEK 5
Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.
Section 1: The Disaster, Man-Made or Natural
What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.
Section 2: The Nursing Response
Formulate responses to the disaster, considering systems and community levels of intervention.
Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.
Section 3: Is My Community Prepared for a Disaster?
What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?
For this Assignment, review the following:
Writing resources tab
Walden paper template found in the Writing Resources tab (no abstract or running head required)
BY DAY 7
See Week 4 Assignment section for details and instructions.
SUBMISSION INFORMATION
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
To submit your completed assignment, save your Assignment as WK5Assgn+last name+first initial.
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
Rubric
NURS_4210_Week5_Assignment_Rubric
CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRequired Content: Described a potential local natural or man-made disaster.20 to >17.0 ptsExcellentProvided a fully developed description of a local natural or man-made disaster with insightful analysis of concepts and related issues.17 to >15.0 ptsProficientProvided a developed description of a local natural or man-made disaster with reasonable analysis of concepts and related issues.15 to >13.0 ptsBasicProvided a minimally developed description of a local natural or man-made disaster with limited analysis of concepts and related issues.13 to >0 ptsNeeds ImprovementProvided an under-developed description of a local natural or man-made disaster with little or no analysis of concepts and related issues.20 ptsThis criterion is linked to a Learning OutcomeRequired Content: Formulated system level responses to the disaster including nursing role with information from a local expert or evaluation of the local website.30 to >26.0 ptsExcellentProvided a fully developed description of systems level responses including the nursing role and information from experts or a local website with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of systems level responses including the nursing role and information from a local expert or local website with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally-developed description of systems level responses including the nursing role and information from a local expert or website with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of systems level responses including the nursing role and information from a local expert or website with little or no analysis of concepts and related issues.30 ptsThis criterion is linked to a Learning OutcomeRequired Content: Identified disaster plans available on the Internet or through a health department contact and identified literature to aid in evaluating disaster plans.30 to >26.0 ptsExcellentProvided a fully developed description of disaster plans and evaluation literature with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of disaster plans and evaluation literature with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally developed description of disaster plans and evaluation literature with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of disaster plans and evaluation literature with little or no analysis of concepts and related issues.30 ptsThis criterion is linked to a Learning OutcomeRequired Content: Offered conclusions about the community’s preparedness plan.20 to >17.0 ptsExcellentProvided a fully developed conclusions about the community’s preparedness plan with insightful analysis of concepts and related issues.17 to >15.0 ptsProficientProvided a developed conclusions about the community’s preparedness plan with reasonable analysis of concepts and related issues.15 to >13.0 ptsBasicProvided a minimally developed conclusions about the community’s preparedness plan with limited analysis of concepts and related issues.13 to >0 ptsNeeds ImprovementProvided an under-developed conclusions about the community’s preparedness plan with little or no analysis of concepts and related issues.20 ptsThis criterion is linked to a Learning OutcomeProfessional Writing: Clarity, Flow, and Organization10 to >8.0 ptsExcellentContent is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates very well-formed sentence and paragraph structure. Content presented is completely clear, logical, and well-organized.8 to >7.0 ptsProficientContent contains minor spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is mostly clear, logical, and well-organized.7 to >6.0 ptsBasicContent contains moderate spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is adequately clear, logical, and/or organized, but could benefit from additional editing/revision.6 to >0 ptsNeeds ImprovementContent contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization.10 ptsThis criterion is linked to a Learning OutcomeProfessional Writing: Context, Audience, Purpose, and Tone10 to >8.0 ptsExcellentContent clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context.8 to >7.0 ptsProficientContent demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is consistent with the professional setting/workplace context.7 to >6.0 ptsBasicContent demonstrates basic awareness of context, audience, and purpose. Tone is somewhat professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context.6 to >0 ptsNeeds ImprovementContent minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing.10 ptsThis criterion is linked to a Learning OutcomeProfessional Writing: Originality, Source Credibility, and Attribution of Ideas10 to >8.0 ptsExcellentContent reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.8 to >7.0 ptsProficientContent adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.7 to >6.0 ptsBasicContent somewhat reflects original writing and paraphrasing. Writing somewhat demonstrates adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.6 to >0 ptsNeeds ImprovementContent does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference.10 ptsTotal Points: 130
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