Note: Use this Excel spreadsheet throughout the course to complete your weekly data analyses and prepare your written assignments as they relate to public health informatics. Your weekly assignments will provide data to support your final term paper to be submitted in Week 5.

Based on the data in the spreadsheet, prepare a 3–4-page paper addressing the following questions:

Introduction: How is information collected, organized, scrubbed, coded, and entered into the PHIS?

Asthma Database Analyses:

Describe the structural organization of your database.

What is the survey population description?

Define pre-intervention

Define a database record. How many records are in your database?

Define a database field. How many fields are in your database?

Define a database field data definition (DD). What is an example in this database of a DD?

Based on the data collected, what is the purpose and potential use of this asthma survey data?

Summary: From the perspective of an informatician, discuss the asthma database’s key structural components, its organization, and potential uses.

Submission Details:

• Give reasons and examples in support of your responses. Cite all sources using APA format
• Submit a 3–4-page paper in a Microsoft Word document to the Submissions Area by the due date assigned.
• Name your document SU_PHE6203_W1_A3_LastName_FirstInitial.doc

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• Activity Details

Task: Submit to complete this assignment  Du

Interview a person in a formal position of leadership within your organization (e.g., a supervisor, a manager, a director). Begin your interview with the following questions: (I work in long term setting)

1. What is your role as a health care team member?
2. How do you define professionalism and how does professional responsibility influence your work?
3. Do you consider yourself a steward of health care? Why or Why not?
4. Is it important to you that leaders exercise professional advocacy and authenticity as well as power and influence when working with colleagues? Why or why not?

In 750 words, summarize your interview and share your impressions of the leader’s responses.

Compare and contrast responses provided by your peer (in Professional Identity and Stewardship – Part I: Peer Interview assignment) with those provided by the leader. Share your impressions of their differences and similarities.

Prepare this assignment according to the APA guidelines.

Check plagiarism please. References please 

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.

The Community of interest is Ridgecrest , CA.

please fill out the following information (same as attached file) to the best of your ability.

$35.00 is the willing to pay to have it finished in 12 hours. NO EXCEPTIONS TO ASSIGNMENT DUE DATE/TIME

Functional Health Pattern (FHP) Template Directions:

 

This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

Value/Belief Pattern

·          Predominant ethnic and cultural groups along with beliefs related to health.

·          Predominant spiritual beliefs in the community that may influence health.

·          Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

·          Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

·          What does the community value? How is this evident?

·          On what do the community members spend their money? Are funds adequate?

 

 Health Perception/Management

·          Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

·          Immunization rates (age appropriate).

·          Appropriate death rates and causes, if applicable.

·          Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

·          Available health professionals, health resources within the community, and usage.

·          Common referrals to outside agencies.

 

 Nutrition/Metabolic

·          Indicators of nutrient deficiencies.

·          Obesity rates or percentages: Compare to CDC statistics.

·          Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

·          Availability of water (e.g., number and quality of drinking fountains).

·          Fast food and junk food accessibility (vending machines).

·          Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

·          Provisions for special diets, if applicable.

·          For schools (in addition to above):

o   Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

o   Amount of free or reduced lunch

 

 Elimination (Environmental Health Concerns)

·          Common air contaminants’ impact on the community.

·          Noise.

·          Waste disposal.

·          Pest control: Is the community notified of pesticides usage?

·          Hygiene practices (laundry services, hand washing, etc.).

·          Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

·          Universal precaution practices of health providers, teachers, members (if applicable).

·          Temperature controls (e.g., within buildings, outside shade structures).

·          Safety (committee, security guards, crossing guards, badges, locked campuses).

 

Activity/Exercise

·          Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

·          Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

·          Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

·          Injury statistics or most common injuries.

·          Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

·          Means of transportation.

 

Sleep/Rest

·          Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

·          Indicators of general “restedness” and energy levels.

·          Factors affecting sleep:

o   Shift work prevalence of community members

o   Environment (noise, lights, crowding, etc.)

o   Consumption of caffeine, nicotine, alcohol, and drugs

o   Homework/Extracurricular activities

o   Health issues

 

 Cognitive/Perceptual

·          Primary language: Is this a communication barrier?

·          Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.

·          Opportunities/Programs:

o   Educational offerings (in-services, continuing education, GED, etc.)

o   Educational mandates (yearly in-services, continuing education, English learners, etc.)

-Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

·          Library or computer/Internet resources and usage.

·          Funding resources (tuition reimbursement, scholarships, etc.).

Self-Perception/Self-Concept

·          Age levels.

·          Programs and activities related to community building (strengthening the community).

·          Community history.

·          Pride indicators: Self-esteem or caring behaviors.

·          Published description (pamphlets, Web sites, etc.).

 

Role/Relationship

·          Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

·          Vulnerable populations:

o   Why are they vulnerable?

o   How does this impact health?

·          Power groups (church council, student council, administration, PTA, and gangs):

o   How do they hold power?

o   Positive or negative influence on community?

·          Harassment policies/discrimination policies.

·          Relationship with broader community:

o   Police

o   Fire/EMS (response time)

o   Other (food drives, blood drives, missions, etc.)

Sexuality/Reproductive

·          Relationships and behavior among community members.

·          Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

·          Access to birth control.

·          Birth rates, abortions, and miscarriages (if applicable).

·          Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

Coping/Stress

·          Delinquency/violence issues.

·          Crime issues/indicators.

·          Poverty issues/indicators.

·          CPS or APS abuse referrals: Compare with previous years.

·          Drug abuse rates, alcohol use, and abuse: Compare with previous years.

·          Stressors.

·          Stress management resources (e.g., hotlines, support groups, etc.).

·          Prevalent mental health issues/concerns:

o   How does the community deal with mental health issues

o   Mental health professionals within community and usage

·          Disaster planning:

o   Past disasters

o   Drills (what, how often)

o   Planning committee (members, roles)

o   Policies

Crisis intervention plan

Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.
To Complete

Write a 2- to 3-page paper that addresses the following:

Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.