Sir Francis Bacon said, “Knowledge is power.” This is most definitely true when it comes to diseases and how to prevent and treat them. As a nurse, you are charged with teaching patients how to prevent infectious diseases and what to do if they become infected. A powerful tool in your arsenal is the Fact Sheet. Usually comprised of one page of easy-to-read content, these leaflets can be distributed easily and can effectively inform your practice.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To prepare for this Assignment:
- Select one disease that is either emerging or re-emerging in the world today.
- Research the disease using both scholarly and non-scholarly resources.
- Determine your audience (patients, other nurses, schools, etc.) that you would want to share the Fact Sheet with.
- Select pieces of information that are appropriate for your audience.
By Day 7
Submit: A 1- to 2-page Fact Sheet.
- Indicate the audience on the Fact Sheet.
- Give a brief history of the disease.
- What are the implications of the spread of the disease?
- How does one detect and prevent the spread of this disease?
- How is this disease treated?
Your Fact Sheet should be visually stimulating, appropriate for your audience, and formatted with bullet points for easy reading.
Support your “facts” with references.
Note: Your Fact Sheet must be supported with at least three scholarly sources of evidence in the literature.
For this Assignment, review the following:
- Week 1 Assignment Rubric (The Assignment Rubric can be found at the bottom of this Assignment.)
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
- To submit your completed assignment, save your Assignment as WK1Assgn_LastName_Firstinitial
- Then, click on Start Assignment near the top of the page.
- Next, click on Upload File and select Submit Assignment for review.
Rubric
NURS_4005_Week1_Assignment_Rubric
| Criteria | Ratings | Pts | |
|---|---|---|---|
| This criterion is linked to a Learning OutcomeIndicated the audience and provided a brief history an emerging/reemerging disease. | 30 to >26.0 ptsExcellentProvided a fully developed description of the audience and history of an emerging/reemerging disease with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of the audience and history of an emerging/reemerging disease with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally developed description of the audience and history of an emerging/reemerging disease with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of the audience and history of an emerging/reemerging disease with little or no analysis of concepts and related issues. | 30 pts | |
| This criterion is linked to a Learning OutcomeDescribed the implications of the spread of the disease and included statistical data. | 30 to >26.0 ptsExcellentProvided a fully developed description of the implications of the spread of the disease and included statistical data with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of the implications of the spread of the disease and included statistical data with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally-developed description of the implications of the spread of the disease and included statistical data with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of the implications of the spread of the disease and included statistical data with little or no analysis of concepts and related issues. | 30 pts | |
| This criterion is linked to a Learning OutcomeDescribed how to detect the disease and how to prevent the spread of the disease. | 30 to >26.0 ptsExcellentProvided a fully developed description of how to detect the disease and how to prevent the spread of the disease with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of how to detect the disease and how to prevent the spread of the disease with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally-developed description of how to detect the disease and how to prevent the spread of the disease with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of how to detect the disease and how to prevent the spread of the disease with little or no analysis of concepts and related issues. | 30 pts | |
| This criterion is linked to a Learning OutcomeDescribed how the disease is treated. | 30 to >26.0 ptsExcellentProvided a fully developed description of how the disease is treated with insightful analysis of concepts and related issues.26 to >23.0 ptsProficientProvided a developed description of how the disease is treated with reasonable analysis of concepts and related issues.23 to >20.0 ptsBasicProvided a minimally-developed description of how the disease is treated with limited analysis of concepts and related issues.20 to >0 ptsNeeds ImprovementProvided an under-developed description of how the disease is treated with little or no analysis of concepts and related issues. | 30 pts | |
| This criterion is linked to a Learning OutcomeProfessional Writing: Clarity, Flow, and Organization | 10 to >8.0 ptsExcellentContent is free from spelling, punctuation, and grammar/syntax errors. Writing demonstrates very well-formed sentence and paragraph structure. Content presented is completely clear, logical, and well-organized.8 to >7.0 ptsProficientContent contains minor spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates appropriate sentence and paragraph structure. Content presented is mostly clear, logical, and well-organized.7 to >6.0 ptsBasicContent contains moderate spelling, punctuation, and/or grammar/syntax errors. Writing demonstrates adequate sentence and paragraph structure and may require some editing. Content presented is adequately clear, logical, and/or organized, but could benefit from additional editing/revision.6 to >0 ptsNeeds ImprovementContent contains significant spelling, punctuation, and/or grammar/syntax errors. Writing does not demonstrate adequate sentence and paragraph structure and requires additional editing/proofreading. Key sections of presented content lack clarity, logical flow, and/or organization. | 10 pts | |
| This criterion is linked to a Learning OutcomeProfessional Writing: Context, Audience, Purpose, and Tone | 10 to >8.0 ptsExcellentContent clearly demonstrates awareness of context, audience, and purpose. Tone is highly professional, scholarly, and free from bias, and style is appropriate for the professional setting/workplace context.8 to >7.0 ptsProficientContent demonstrates satisfactory awareness of context, audience, and purpose. Tone is adequately professional, scholarly, and/or free from bias, and style is consistent with the professional setting/workplace context.7 to >6.0 ptsBasicContent demonstrates basic awareness of context, audience, and purpose. Tone is somewhat professional, scholarly, and/or free from bias, and style is mostly consistent with the professional setting/workplace context.6 to >0 ptsNeeds ImprovementContent minimally or does not demonstrate awareness of context, audience, and/or purpose. Writing is not reflective of professional/scholarly tone and/or is not free of bias. Style is inconsistent with the professional setting/workplace context and reflects the need for additional editing. | 10 pts | |
| This criterion is linked to a Learning OutcomeProfessional Writing: Originality, Source Credibility, and Attribution of Ideas | 10 to >8.0 ptsExcellentContent reflects original thought and writing and proper paraphrasing. Writing demonstrates full adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.8 to >7.0 ptsProficientContent adequately reflects original writing and paraphrasing. Writing demonstrates adequate adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.7 to >6.0 ptsBasicContent somewhat reflects original writing and paraphrasing. Writing somewhat demonstrates adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and references.6 to >0 ptsNeeds ImprovementContent does not adequately reflect original writing and/or paraphrasing. Writing demonstrates inconsistent adherence to reference requirements, including the use of credible evidence to support a claim, with appropriate source attribution (when applicable) and reference. | 10 pts | |
| Total Points: 150 | |||
Required Readings
Gonsalves, G., Staley, P. (2014). Panic, paranoia, and public health—The AIDS epidemic’s lessons for Ebola
Links to an external site.. New England Journal of Medicine, 371(25), 2348– 2349. http://doi.org/10.1056/NEJMp1413425
Halm, M. A., & O’Connor, N. (2014). Do system-based interventions affect catheterassociated urinary tract infection?
Links to an external site. American Journal of Critical Care, 23(6), 505-509. http://doi.org/10.4037/ajcc2014689
National Institutes of Health. (2007). Understanding emerging and re-emerging infectious diseases
Links to an external site.. http://www.ncbi.nlm.nih.gov/books/NBK20370/
Petlin, A., Schallom, M., Prentice, D., Sona, C., Mantia, P., McMullen, K., & Landholt, C. (2014). Chlorhexidine gluconate bathing to reduce methicillin-resistant Staphylococcus aureus acquisition
Links to an external site.. Critical Care Nurse, 34(5), 17–26. http://doi.org/10.40377/ccn2014943
Pokrywka, M., Feigel, J., Douglas, B., Grossberger, S., Hensler, A. & Weber, D. (2014). A bundle strategy including patient hand hygiene to decrease clostridium difficile infections
Links to an external site.. MedSurg Nursing, 23(3), 145-164.
Smeulers, M., Lucas, C., & Vermeulen, H. (2014). Effectiveness of different nursing handover styles for ensuring continuity of information in hospitalised patients
Links to an external site.. The Cochrane Database Of Systematic Reviews, (6), CD009979
Centers for Disease Control and Prevention. (2021). Ebola (Ebola virus disease)
Links to an external site.. http://www.cdc.gov/vhf/ebola/hcp/index.html?s_cid=cs_4318
Centers for Disease Control and Prevention. (2019.). Zika virus
Links to an external site.. https://www.cdc.gov/zika/index.html
Required Media
Walden University, LLC. (2009). Topics in clinical nursing: Emerging and re-emerging infections across the lifespan [Video]. Walden University Canvas. https://waldenu.instructure.com
Note: The approximate length of this media piece is 9 minutes.
