Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
Nurses fulfill a variety of roles, and their diverse 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. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their 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 to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
DEMONSTRATION OF PROFICIENCY
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.
Note: Complete the assessments in this course in the order in which they are presented.
When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.
To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation. In addition, you are encouraged to complete the Disaster Preparedness and Management activity.
Begin thinking about:
Resources, personnel, budget, and community makeup.
People accountable for implementation of the disaster recovery plan.
Healthy People 2020 goals.
A timeline for the recovery effort.
urriculum. Scaffolding is an effective strategy that accesses the ZPD. Scaffolding involved the teacher providing the children the opportunity to build on their current skills and knowledge. This involves the teacher engaging the children and simplifying instructions so they are easily understood. Scaffolding has been used in every subject to support learning especially when introducing new topics. In Literacy the children had to write a story ending. Work was set according to their ability, through the spiral curriculum. The child expressed his ideas and the teaching assistant wrote them on a dry white board ready for the child to copy onto paper. The child was assisted by questions directing her to revisit the story and think about the ending. However this can be a problem as the teacher may offer too much help which may lead to the child expecting help every time and not thinking on their own. Also when observing an ICT lesson, the teacher guided the child through the stages of what needs to be done. The children were then left to complete the task independently. The guidance given relates to Vygotsky’s approach and the creativity and constructivism is enhanced by Piaget. I observed a year two class in mathematics; they were starting a new topic on ‘difference’. The objective of the lesson was to work out the missing number in a sum. To explain this, cubes were used to visually represent numbers so they are easily understood. Both the addition and subtraction methods were shown. Many examples were given until the child fully understood and could work on their own initiative. The activity was then extended to using two digit numbers. The teacher adopted Vygotsky’s method of ZPD and found that most children had understood the word ‘difference’ and how to work it out after a number of examples were shown. Unlike Piaget, who concentrated more on individual learning rather than providing adults with a role to help children learn, whereas Vygotsky believed that both other adults and culture play a major part in the development of a child’s cognitive ability (Schaffer, 2004, p.90). However Vygotsky constantly mentions how children develop with guidance and help from other adults but does not state how they individually develop (Schaffer 2004, p.215). He failed to recognise how children are motivated to learn individually. Vygotsky focussed more on co-operative learning and little attention was given to individual learning. Vygotsky never took development changes of a child into account. He viewed the child in the same way at the age of two and at the age of twelve. Also the ZPD has been critically analysed by researchers. They have found that teachers have control over a child’s thinking as they can ask questions that require certain answer which limits their learning. This kind of questioning is only suitable for children who are achieving below average. A teacher has to be extremely talented to successfully apply the ZPD and guide the children through a task instead of telling them what to do. However the ZPD cannot be applied to every child within a class as the teacher does not have sufficient amount of time to do so (Schaffer 2004, p.217). A final criticism is that Vygotsky failed to take the emotional aspects of a child into account. He did not recognise what happens when a child cannot complete a task or gets something wrong. If a child continuously gets something wrong, does the child lose motivation or continue with the task and hope to succeed? A child goes through many forms of emotion when they are unsuccessful in a task or get something wrong however this has not been mentioned anywhere within Vygotsky’s theory. Likewise Piaget also failed to take the emotions of a child into account (Schaffer, 2004, p.218). Vygotsky’s behaviour is particularly relevant to those who are concerned with the use of language as it can be crucial and interrelated with the action. Both Vygotsky and Piaget looked at preschool children in problem solving situations. Piaget believed that the self directed behaviour is egocentric and has a minimum relevance to a child’s cognitive growth however Vygotsky referred to it>GET ANSWER