Posted: April 18th, 2022

Pandemic Preparedness

RNBS 4601 RN-BSN Community and Population Focused Nursing

Pandemic Preparedness Virtual Investigative Clinical Activity

16 Hours of Clinical Credit

Read all instructions before completing assignment.

Objectives:

1. Evaluate the effectiveness of nursing interventions toward meeting the desired population outcomes.

2. Apply theory and research knowledge to address identified population health concerns.

3. Articulate an ethical framework for making population health decisions.

4. Utilize knowledge of the social and political system to stimulate discussion, raise consciousness, and/or propose change related to the health of vulnerable populations.

5. Utilize the teaching/learning process to provide appropriate educational support to patients, care providers and the public.

Current Situation

On March 11, 2020, the 2019 Coronavirus (COVID-19) outbreak was classified as a global pandemic by the World Health Organization (WHO). Misinformation, fear, panic, speculation, and varying opinions are readily available on social media platforms and news outlets alike. Therefore, it is essential for the public to be provided with accurate information during a quickly developing situation such as this global pandemic.

As nurses, one of our many roles is that of a patient educator. According to Gallup, nursing has remained the most trusted profession for the last eighteen years in a row. Our patients and the public at large trust the information and teaching we provide. Therefore, it is vital to ensure our teaching and the information we provide is accurate, appropriate, and supported by sound evidence. The purpose of this assignment is to help you develop an accurate understanding of the current COVID-19 situation and make a positive impact in your communities by being able to provide accurate information to those you care about and associate with in your daily lives.

Assignment Instructions

This assignment will require independent investigation on your part. You will first research the pathogenesis and epidemiology of the Coronavirus (COVID-19) to gain an accurate understanding of the viral cycle and specific disease process resulting from infection. You will then view one film depicting an epidemic scenario and the management of that scenario by various government and healthcare agencies. You will then investigate your local, state, and federal government and healthcare agencies to gain an accurate understanding of their current policies and procedures regarding global pandemic preparedness, prevention, and management strategies. At the conclusion of this assignment, complete the COVID-19 Vaccine Chart to increase your understanding of current COVID-19 vaccines available in the U. S. by the US Food & Drug Administration’s (FDA) Emergency Use Authorization (EUA).

Assignment Steps – STEPS 1-5

Step 1: Educate yourself regarding pathogenesis and epidemiology of the Coronavirus (COVID-19). Use these sites as a reference:

CDC Coronavirus Fact Page ( https://www.cdc.gov/coronavirus/2019-ncov/ )

NIH Coronavirus Fact Page (https://www.nih.gov/health-information/coronavirus#!/ )

Question

Answer

Explain the pathogenesis of COVID-19. Include at least 3 sentences.

Epidemiological impact of COVID-19. Would you classify it as an endemic, epidemic, or pandemic? Why did you choose this classification?

Step 2: View the following film: And the Band Played On (1993) and answer the following questions along with completion of the accompanying Bingo game. You should be able to find the full film on YouTube for free. That is how I typically watch it. You can just write examples of the terms as you see examples of it in the film and submit the completed worksheet. You can handwrite and scan or write into the template, whichever you prefer. Also, you can fill in page 2 with examples from the movie. I recommend completing page 2 and 3 of the paper while watching the film, it’s harder to find the answer if you wait until after you’ve finished it. Page 3 is a brief summary and example of how you can relate what you watched in the movie in real life. No outside references needed.

1. How can we respond when we see looming catastrophe, but bureaucracy disagrees or moves too slowly?

2. How can we as a medical community be less dismissive of the renegade thinkers who are able to see the implications of a clinical problem early?

3. Too often “medicine” sides with the powers that be. How can we make staid medical culture more radical and take up the cause for the “untouchable”?

4. How do you think American social mores impacted the scientific and journalistic response to the disease? Are there particular people that you see as being at risk of being victimized by similar moral judgment today?

5. What are your strategies for telling people things they need, but don’t want to hear? What would the consequence of a more direct approach have been?

6. Discuss the role that “scientific research” played in the HIV/AIDS epidemic as described in And the Band Played On. What do we think, what do we know, what can we prove?

And The Band Played On (Movie) BINGO Game

(Objective: mark each square with example (if you can make it fit in the space) when the concept is illustrated in the movie)

Before watching movie: Read S&L Chapter 9 Epidemiology.

How to limit spread of infection

1 2

Mode of

Transmission

Surveillance of Cases of Diseases

Contact

Tracing

Screening for

The Disease;

Affected Population/PERSON

1 2 3 4 5 6

Mortality Rate

____________

Psychomotor Domain: Impact on patient’s understanding of disease

Primary

Prevention

1 2 3

Culture & Social

Stigma

Scientist with Big Ego Actor’s Name:

Scientist’s Name

Affective Domain: Impact on patient’s understanding of disease

Cognitive Domain: Impact on patient’s understanding of disease

PLACE

Geographic

Distribution

TIME

Period in Time

Date

Known diseases identified in patients; First name given to the disease

Risk

Reduction

Consistency

Of

Findings

Personal

Behavior

Role of policy/politics and economics

Element

Examples from the film

Biology of Disease

Individual Traits/lifespan

Individual

Behavior

Social, family, community networks

Living and working conditions

Broad social, economic, cultural, health, and environmental conditions and policies at all levels of govt

Image result for 2003 iom ecological model of health

Institute of Medicine (IOM), 2003 Ecological Model of Health

Institute of Medicine (IOM), 2003 Ecological Model of Health

Reflection (minimum 5 sentences) How can you relate this film and these epidemiological and government concepts in public health today? Please provide a brief summary of the movie and an example of an emerging infection you have experienced during your lifetime in your response.

Question

Reflection

How can you relate this film and these epidemiological and government concepts in public health today? (minimum 5 sentences)

Step 3: Educate yourself regarding your city, county, state, and federal government’s policies and procedures currently in place to address a possible global pandemic scenario. Copy/paste the link to the source of information addressing COVID-19 for each system listed below:

Local (Town/City):

County:

State:

Federal:

Compare and contrast the management of the COVID-19 pandemic thus far with the policies and procedures put in place for this type of situation. Have the agencies you investigated managed the situation according to their current policies and procedures? Where have they excelled? Where have they failed? Have there been any unforeseen circumstances or consequences that were not considered? What are the global social economic, and political repercussions for a situation like this?

Based on your findings, summarize your thoughts, opinions, revelations, or ideas regarding the COVID-19 situation.

Step 4: As we consider self-care, what are some things you can do during a high-anxiety time? Reflect back on stress management techniques you have learned in previous courses. Here are some additional tools: CDC Managing Anxiety & Stress Tools , American Psychiatry Association Managing Anxiety & Stress in Healthcare Workers . Take into consideration methods to encourage social distancing among all age groups (helpful article) . Include at least 5 sentences.

Question

Answer

What are some things you can do during a high-anxiety time? (Include at least 5 sentences)

Step 5: Utilize the following links to complete the chart below related to the current COVID-19 vaccines available in the U.S. through the US Food & Drug Administration (FDA) Emergency Use Authorization (EUA):

US Food & Drug Administration (FDA): https://www.fda.gov/emergency-preparedness-and-response/coronavirus-disease-2019-covid-19/covid-19-vaccines

Centers for Disease Control and Prevention (CDC): https://www.cdc.gov/coronavirus/2019-ncov/vaccines/different-vaccines.html

Question

Answer

What is an Emergency Use Authorization (EUA)? (In your own words. Include at least 3 sentences.)

Where are adverse vaccine reactions reported?

What is considered an adverse vaccination event?

True or False?

“Healthcare providers are required by law to report to VAERS any adverse events listed in the VAERS table of reportable events and/or the manufacturer’s adverse events list.”

Vaccine hesitancy also termed vaccine acceptance is a concern with the COVID-19 vaccines. Discuss how you might educate a patient or family member who has reservations about receiving the vaccine.

Question

Answer for each COVID-19 vaccine type:

Pfizer-BioNTech

Moderna

Johnson & Johnson Janssen

What is the authorized use statement for each vaccine?

What is the vaccine type? (I.e., viral vector, mRNA)

How does the vaccine work? (Include at least 3 sentences)

**Please remember to check for proper spelling, grammar, and punctuation prior to submitting your completed assignment. As always, your writing should reflect high quality work and scholarly integrity. Plagiarism is never an acceptable practice.

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