Disaster recovery plan to lessen health disparities

 

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio(I will do this after) and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

 

 

 

 

Sample Solution

On one our first Subject Studies session on the PGCE course, Welcome to PGCE Maths (UCL IOE, 2018), we were introduced to fellow student teachers by being numbered from 1-30, and via series of exercises we partnered up with our corresponding thoughts. The exercises helped us realise the beginnings of misunderstandings that can occur amongst students in a mathematics lesson. For example, in one of the exercises we were asked to Introduce yourself to your double, does one pair up with their double 10 or one pair up with their mirror number 5? Such choice of language as Skemp (1976) illustrates can create a faux amis situation, in which words which sound the same, or very alike, but whose meanings are different. This in effect can cause inconvenient mistakes that is considered possibly one of the reasons for the difficulties in mathematics education today. A thought I thought lesser of when considering a career in teaching. It made me appreciate the challenges that teachers face daily, not only the choice of language and words when teaching the Mathematics Curriculum but also the pedagogy to successfully teach it.

On another session, we were introduced to polygons with a circle number placed at each vertex and a square number in between so that each square number is the sum of the two adjacent circle numbers, known as an Arithmagon problem (UCL IOE, 2018) – Figure 1. Although finding the missing square numbers in a triangular arithmagon when the circle numbers are given is relatively straightforward (involving addition). Finding the circle numbers however, when the square numbers are given will requires a number of logical reasoning before we can derive answers.

The exercise leads us to consider how we might approac

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