PBN Week 2: Discussion – Epidemiological Methods
Week 2: Discussion – Epidemiological Methods
Purpose:
This discussion board content is intended to facilitate learning for students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice.
The use of discussions provides students with opportunities to contribute graduate level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.
Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
1. Discriminate among various screening tools that may be used in the provision of care as an Advanced Practice Nurse (CO4)
Due Date:
• Initial prompt due by Wednesday, 11:59 PM MT of week 2
• One peer and one faculty or two peer posts due by Sunday 11:59 PM MT of week 2
A 10% late penalty will be imposed for initial discussions posted after the weekly deadline regardless of the number of days late. No postings will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Points: 60 points
Assignment Requirements
1. Choose a diagnostic or screening method for “ Childhood Lead Level”
2. You may use one of the following web sites to locate a screening tool, a scholarly article, or a tool from a professional web site of your choice (for example, from the American Psychological Association).
U.S. Preventative Services Task Force (Links to an external site.) (Links to an external site.)
Agency for Healthcare Research and Quality (Links to an external site.) (Links to an external site.)
SAMHSA-HRSA (Links to an external site.) (Links to an external site.)
3. Reply to the following prompt:
o Describe the diagnostic or screening tool selected, its purpose, and what age group it targets.
o Has it been specifically tested in this age group?
o Next, discuss the predictive ability of the test. For instance, how do you know the test is reliable and valid? What are the reliability and validity values? What are the predictive values? Is it sensitive to measure what it has been developed to measure, for instance, HIV, or depression in older adults, or Lyme disease? Would you integrate this tool into your advanced practice based on the information you have read about the test, why or why not?
4. You should include a minimum of two (2) scholarly articles from the last five (5) years (3 is recommended).
5. Respond to a minimum of two (2) individuals, peer and/or faculty, with a scholarly and reflective post of a minimum of two (2) paragraphs of 4-5 sentences. A minimum of one (1) scholarly article should be utilized to support the post in addition to your textbook.
6. Your work should have in-text citations integrating at a minimum one scholarly article and the course textbook. APA format should be utilized to include a reference list. Correct grammar, spelling, and APA should be adhered to when writing, work should be scholarly without personalization or first – person use.
Need assistance? Click here for the Week 2 FAQ document (Links to an external site.) that discusses these terms.
Posting Directions
1. Posts should be made on a minimum of 3 separate days/dates.
2. All faculty replies to students must be responded to directly in the discussion board.
3. Minimum posting is:
o Initial discussion board post to the weekly prompt, two peer posts (if there are no faculty postings), or one peer post and a faculty post.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
DISCUSSION CONTENT
Category Points % Description
Scholarly 13 22% • The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion.
• The student expresses a clear idea of the topic under discussion and sustains inquiry in order to explore relevant issues.
• The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.
• The student recognizes the accuracy, logic, relevance, or clarity of statements.
• The student asks clarifying questions and knows when clarifying questions need to be asked.
• The student distinguishes fact from opinion.
Application 20 33% • All components of discussion prompt addressed (met) in initial posting.
• The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.
• All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point.
• Information and knowledge are accurate.
• The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.
• All postings integrate scholarly sources to support points consistently.
Interactive Dialogue 10 16.6% • Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application.
• Interacts with a professional tone and is able to express opinions with ownership and without judgement.
• Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.
43 72% Total CONTENT Points= 43 pts
DISCUSSION FORMAT
Category Points % Description
APA 12 20% • In text citations are formatted per APA current ed.
• Reference list is formatted per APA current ed.
• Spelling, grammar, and scholarly tone are per APA current ed.
Spelling / Grammar etc. 5 8% • Posts should utilize correct spelling and grammar(sentence structure and avoidance of slang or casual language) .
17 28% Total FORMAT Points=17 pts
60 100% DISCUSSION TOTAL=60 points
Week 2: Reading
Due Mar 14 by 11:59pm Points None
Curly Cupp, L. A. (2020). Population-based nursing: Concepts and competencies for advanced practice. (3rd ed.). Springer Publishing Company.
Chapter 3: Epidemiological Methods and Measurements in Population-Based Nursing Practice: Part 1 (Formulas/Calculations are not required)
Review: Surveillance HP2020 Website
Journal Exploration
Meyer, H. I., Brown, T. N. T., Herman, L. J., Reisner, L. S, & Bocketing, O. W. (2017). Demographic characteristics and health status of transgender adults in select U.S. regions: Behavioral Risk Factor Surveillance System, 2014. American Journal of Public Health, 107(4), 582-589. https://doi.org/10.2105/ajph.2016.303648
Parikh, B., Mathai, A., Parikh, S., Sekbar, C., & Thomas, R. (2008). Understanding and using sensitivity, specificity, and predictive values. Indian Journal of Ophthalmology, 56(1), 45-50. https://doi.org/10.4103/0301-4738.37595
Subramaniam, S, Nirwana-Ima. S., Chin, K-Y. (2018). Performance of osteoporosis self-assessment tool (OST) in predicting osteoporosis-a review. International Journal of Environmental Research and Public Health, 15, 1445. https://doi.org/10.3390/ijerph15071445
Textbooks and Resources
Required Textbooks
The following books are required for this course:
U.S. Department of Health and Human Services- Centers for Disease Control and Prevention. (2012). Principles of epidemiology in public health practice: An introduction to applied epidemiology and biostatistics link to book. Atlanta, GA: Centers for Disease Control and Prevention (CDC).
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. https://doi.org/10.1037/0000165-000
Curly Cupp, L. A. (2020). Population-based nursing: Concepts and competencies for advanced practice. (3rd ed.). Springer Publishing Company. https://doi.10.1891/9780826136749
This textbook is available as an e-book and can be accessed from the module view.
