Disaster preparedness concept map.

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The assignment is on disaster preparedness concept map. It is a nursing course and must have an EBP article to support. It will also need an introduction and conclusion page

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Disaster Preparedness Concept Mapping Step 1 Choose Disaster Scenario-Mass Casualty-Explosioin, Bioterrrorism event or Tornado. As you read the scenarios, think about the nurses’ role and scope of the event on available resources. Focus on Primary, Secondary and Tertiary Prevention measures (Text pp 88-92). Step 2 • • Center box: Aggregate (School or ED) Primary, Secondary and Tertiary Intervention Boxes Step 3 Inside each box/for each problem/area of concern • Assessment needs/data • Interventions-attempt to establish 3-5 interventions for each section. Please have at least three resources in addition to your text (total 4) with at least one of the three (preferably more) being a research article. All should support your EBP interventions. Cite your resources in your concept map and provide a reference list. Include an introduction and conclusion. You may make the boxes any size or place them as you choose. This is a template only for conceptualization. Please be as creative as you choose within the guidelines of the assignment. Please use assignment rubric as a guideline for your assignment.

1 Disaster Preparedness Primary Interventions Education Preparedness Proactive measures Secondary Interventions Manage injuries Disruption of service/ADLs/IADLs Community Location (School, hospital, etc) Tertiary Interventions Manage potential long term complications Disease Immunizations ADLs/IADLs Management of healthcare Return to normal 2 NURS 492 Community Health Nursing Disaster Preparedness Concept Map Purpose: The purpose of this assignment is to allow students the opportunity to address disaster preparedness in a scenario that requires primary, secondary and tertiary interventions. This is an independent assignment. Task: Students are expected to identify a disaster scenario and develop primary interventions (prior to disaster-think prevention of loss or mitigating adverse effects), secondary interventions (activities during the disaster that may help mitigate adverse events) and tertiary interventions (return to normal post event). Please use adequate and appropriate resources (at least three not including your text for a minimum total of four) to support your discussion/interventions. Criteria – Introduction (10) – Conclusion (10) INTERVENTIONS Primary (20) Poor Disaster is not well identified or defined. (0-3) Conclusion does not summarize or vaguely summarizes salient points of exercise. (03) Less than three primary interventions identified. No EBP support for planned Novice Disaster identified but scope and implications for community not discussed. (4-7) Proficient Discusses disaster scenario with implications for community and offers a clear, accurate and concise statement of purpose. (810) Conclusion Conclusion offers summarizes summary of salient points exercise but of paper and lacks statement offers clear, of conclusion. accurate and (4-7) concise statement of conclusion (810)

Three-five primary interventions identified. No or minimal EBP support for planned Three-five primary interventions identified and supported with EBP. (15-20) Secondary (20) Tertiary (20) Format (10) APA, Spelling, Grammar Personal Preparedness Plan attached as an appendix (10) Total-100 interventions. (0-5) Less than three secondary interventions identified. No EBP support for planned interventions. (0-5) Less than three tertiary interventions identified. No EBP support for planned interventions. (0-5) Greater than 5 errors. (0-3) Not included (0) interventions. (6-14) Three-five secondary interventions identified. No or minimal EBP support for planned interventions. (6-14) Three-five tertiary interventions identified. No or minimal EBP support for planned interventions. (6-14) 4-5 errors (4-6) Three-five secondary interventions identified and supported with EBP. (15-20) Three-five tertiary interventions identified and supported with EBP. (15-20) 0-3 errors (7-10) Included (10) …

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. Disaster preparedness concept map.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Disaster preparedness concept map.

Disaster preparedness concept map.