Can an employer mandate that employees are vaccinated for COVID-19?

1. Can an employer mandate that employees are vaccinated for COVID-19? Does it matter if the employer is a public or private entity? What reasons can an employee raise for refusing the vaccine?

2. What aspects of the Americans with Disabilities (ADA) are relevant to this question? What guidance has the Equal Employment Opportunity Commission (EEOC) provided?

3. In your informed opinion, are vaccine mandates an overreach by private employers? Do they violate an employee’s right to privacy? Why or why not?

Develop a disaster recovery plan to reduce health disparities and improve access to community services after a disaster.

In this assessment, you will assume the role of the senior nurse at a regional hospital who has been assigned to develop a disaster recovery plan for the community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

You may also wish to:
Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals or 2030 objectives.
Track community progress.

Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan. Be sure to also include speaker notes

Supporting Evidence
Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free.

Explain how translational research can be used for safety and quality improvement initiatives related to improving population health.

explore the translation of evidence into practice to improve safety/quality and eliminate barriers.
Objectives:
1. Explain how translational research can be used for safety and quality improvement initiatives related to improving population health.
2. Discuss common barriers for translating research into practice.

Describe Patient/caregiver inquiry.

The conversation below is taken from two separate (participants were not together) research interviews with patients and their caregivers. Unique to these transcriipt sections (recorded and transcribed)—both participants have cancer AND care for the other. The study sought to learn if patients and caregivers are similar in their approach to and understanding of care, or different.

Apply ideas from the Relational Health Literacy Model, specific to Patient and Caregiver, to complete this analysis. Also integrate one other resource we used in Week Four or Five. You may also consider the role of transactional communication in your analysis.

Transcriipt

Harold: She went through, you know, radiation. She went through chemotherapy. Umm, she had the initial operation, which was in January 2011. She had ended up in the emergency room over here like four times. And finally they decided they needed to go back in, and she didn’t weigh very much at the time. She was like 107 or 110. They indicated that there was a bowel obstruction so they fixed that. But she’s still going through, uh ovarian, there was some cancer in the liver too. So they had the operation; they took a couple of pieces of the liver out.

Harold: I think it just started with uh you know just a yearly exam. Maybe that might have been 10 years ago. And, the guy, the doctor said, “uh, you have a slightly enlarged prostate” . . . so that’s where it started. Two years ago they found uh, I had a needle biopsy, where they shoot ah, you know, um a-a laser beam or whatever and they found that there was some cancer in the prostate you know. And then we started talking about whether or not, treat it with drugs or do um, do the seeds where they put seeds into the prostate, or just completely remove the prostate. It just so happened that you know after my next exam they said we’ll wait another 6 months and do it again. To see what your PSA level is, and that became pretty high and then all of a sudden they said well we can’t do the seeds anymore and chances are we are not going to be able to remove the prostate either. So, we’ll just you know use drugs and things to take care of things.

Harold: At first she kinda said, “I don’t know if I really want to go through this [surgery]. You know, she had radiation, like in 2010. And a few other things. And then it got to the point where, you know, the doctor that was there kind of, he, you know he actually talked her into saying you shouldn’t do it [remove part of the liver]. You know, otherwise you’re gonna die. You know, you’re not gonna make it. Cause it’s gonna get you. So it was pretty, it was like, um, you know, like fourth stage cancer. She was real reluctant. But I kind of told her it. I think I persuaded her enough to have the operation.

Harold: I was really the only caregiver, you know, cause we had no other family that lives around here. As for her, I don’t remember anybody driving us anywhere or doing anything. She drove, you know. She really took on the bulk of the caregiving. I’d say she took on 99%, yeah. Her sister, who lives in Illinois, and my sister, who lives in Illinois, and our daughter who lives out in California. They know, they get first-hand knowledge. We talk to them. You know, it might be a few days later. We don’t pick up the phone and tell them, you know, that we had, uh, had this and that. You know, not daily or weekly. Not as much as, you know, uh, you know, a close family. If they ask me something, I say, “We’re fine. You know, we went to the doctor and he said this and that.” And I don’t go through you know, what happened daily. She’s [Vivian] much more of a sharer.

Harold: It’s about even. You know, I mean, we both, you know, we both ask questions and things, so, you know, to the doctor or nurse or whatever. I might go 60/40 in my favor. Especially when it’s in regards to her, because I want to know how she’s doing. I always try to interject things that she might miss, you know. They might say, “How are you . . .”, How are you doing in a certain aspect. Like, “Are you dizzy?” And she’ll say “No.” and I’ll say “Well, you know, two weeks ago you didn’t feel too good.” So, it’s filling in the gaps.

—–

Vivian: He was having trouble getting up at night and going to the bathroom and couldn’t go. He was feeling like he really had to go and couldn’t go then it’d be a drip. Well, we didn’t know a urologist or who to call. So he called up that doctor that did his double hernia surgery and they sent him over to a doctor and they did the PSA and I don’t remember. They did several different tests on him. X-rays and stuff. And they came and said it was prostate cancer. Oh, I know what they did; they did biopsies. At first they thought they were going to do the seed thing, but when they did the biopsies it was too late for that. That was this year. During the summer. And he is on some hormone therapy. Every three months he gets a shot and chemo.

Vivian: I think this had been going on a while before he actually told me about it. Then I saw some blood come out on his underwear and he hadn’t said anything. I got on him about that. He usually, he just doesn’t like to complain. The last couple of days he had been tired. I can understand now, but he never complains. He tries to protect me.

Vivian: He didn’t eat very much and I said, “doesn’t it taste very good?” and he said, “nah, I’m not hungry.” And I said “well that’s kind of unusual” because we don’t get up very early. We don’t get up until maybe 8 o’clock. We have a big breakfast. We always have fruit, eggs, pancakes, there’s always meat and we don’t really have lunch but we don’t finish breakfast until ten and then we have dinner, trying to eat around 5. So, when he gets off the feeding wagon, I start asking questions. “Nah, I’m just not hungry. I haven’t done enough to be hungry.” So, I just have to kind of watch him.

Vivian: We each have a sister. They both came because I had four surgeries in one year. They came and helped out. Well, twice they came. Our neighbors next door. They are really our support. Our families aren’t that big. Maybe once a week we’ll talk. Either they call or we call. But they are pretty busy.

Vivian: We are both there to hear it. Sometimes that’s good because sometimes you don’t hear everything. I hear it one way and he says, “no, I don’t think he meant it that way.”

Using the library databases, find an article that is related to the topic of your chosen book. Provide the following information: What keywords did you use to locate the article?

Assignment Question

Business Communication and Research Methods.

Research Assignment: Using the library databases, find an article that is related to the topic of your chosen book. Provide the following information: What keywords did you use to locate the article? Bibliographic Information: Author name, article name, publishing information- where it appeared, date, etc. Provide a brief summary of at least 300 words that details the following: Main ideas of the article Share some important information from the article. How does the article relate to your book?

CHOSEN BOOK To Err is Human: Building a Safer Health System ISBN#: 978-0309261746

For the purposes of this paper, choose as your focus one population health concern/issue relevant to Paterson, NJ. *If you wish to focus on an area other than Paterson and/or are an out of state student please speak to the instructor (prior approval is needed).

Assignment Question

When writing this paper please imagine that you are involved as a masters prepared nurse in providing health related services in Paterson, NJ (direct care, administration and/or education). In order to serve, you will want to better understand the health needs/concerns of the population and to explore effective means of improvement.

For the purposes of this paper, choose as your focus one population health concern/issue relevant to Paterson, NJ. *If you wish to focus on an area other than Paterson and/or are an out of state student please speak to the instructor (prior approval is needed).

Paper to be no longer then 6-9 pages (tables and graphs not included) Through the course experience you will be exposed to resources and ideas that will assist in the development of this paper.

The severity of the disease (How “bad” is the disease? Is it fatal? How many people who catch the disease actually die of this disease?) Any other interesting facts about the disease.

lements of Microbiology Student Presentation Introduction Welcome to the fascinating study of human health and disease. In this independent research project you will be given the opportunity to create a fictitious disease. Task Your task will be to produce a thorough presentation on a fictitious human disease. The report may take one of several forms. You may produce a traditional written report, a PowerPoint presentation, a website, a poster board, etc. Whatever final form of presentation you choose it will need to include all the elements listed on the presentation rubric that will be provided. In brief, the following elements are necessary for a complete presentation: An short introduction to the disease which will include a short statement on each of the following topics:

The nature of the disease (what symptoms does the disease produce, or what body system does the disease attack).

The cause of the disease (typically a pathogen, although you may also choose a genetic disease).

The prevalence of the disease (How many people are affected by the disease). The range of the disease (How is this disease distributed worldwide).

The severity of the disease (How “bad” is the disease? Is it fatal? How many people who catch the disease actually die of this disease?) Any other interesting facts about the disease.

The basic biology of the pathogen including at least the following: An illustration, animation or photograph of the pathogen.

An illustration, animation or photograph of the appearance of any diseased organ or body part (However, you may not show any illustration of a sexual organ.) The classification of the pathogen. The typical life-cycle of the pathogen.

How the disease is transmitted in humans. What human systems does the disease affect. The immunological response to the disease. How the immune system responds to the disease. How long does the immune system take to respond.

What immune systems are involved in fighting the disease. How the disease is diagnosed and treated including: Typical symptoms Prevention of the disease Medical treatments including: Modern medicine or drug therapies Vaccines Cutting-edge research The course of the disease and its prognosis. (What is the typical fate of the individual who catches this disease?) Fully annotated with the proper citations embedded in the presentation.

For every fact, group of facts or illustrations that you find on the web, you must provide a proper citation with the web address of the site where you found that information.

 Collect basic information that you need for your presentation.

 For each slide that you create, copy the URL into the notes section under the slide.

 For your own reference, you may copy and paste the information into the notes section as long as you copy the URL as well and as long as you select only a part of that information for the bullets on the actual slide.

Working  in the ED So providing great patient care and patient care advocacy is important any situation u can think of I have been in the ED

Working  in the ED So providing great patient care and patient care advocacy is important any situation u can think of I have been in the ED.

Describe the research, the current (within the last five years) drug therapies for HIV/AIDS.

Research the current (within the last five years) drug therapies for HIV/AIDS. Describe them in a two-page minimum double-spaced paper (not including the reference page) in APA format. Include at least two peer-reviewed, evidence-based references.