NURS 459 Health Equity And Diversity Workshop
NURS 459 Health Equity And Diversity Workshop
NURS 459 Fall 2023 Health Equity and Diversity Workshop Instructions
20 Points
- Part I: Preparation (8 pts.)
- Part II: Participation (5 online presentations)
- · Part III: Discussion Forum (12 pts.)
- Initial Post (8 pts.)
- Response to Two Peers (4 pts.)
Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:
- Complete Part I Preparation on Monday
- Listen to asynchronous presentations on Tuesday and Wednesday. Each are about one hour in length.
- Complete initial Post by Thursday and Peer Responses by Sunday evening
GOAL: Students will understand the impact of poverty, diversity, structural racism, and early childhood trauma on health status and the responsibility of nurses to advocate for health equity.
OBJECTIVES:
- Describe the role of the nurse in advocating for changes within the health care system and society to reduce health disparities and increase health equity.
- Discuss the structural and social causes of health disparities among diverse and marginalized populations.
- Report on the status of poverty, food insecurity, and health inequities in national and local communities.
- Select assessment and intervention strategies to identify and respond to children and adults who have experienced early childhood trauma.
DIRECTIONS: The three parts of this workshop are expected to take students several days to complete. Try to start early in the week.
- Part I: Preparation: Pages 2 and 3 (6 – 8 hours)
- Part II: Participation – Virtual Workshop: Page 4 (5 hours)
- Part III: Discussion Forum: Pages 4 and 5 (2 – 3 hours)
- Review the grading rubric before posting discussion: Pages 6 and 7
- Social Determinants of Health (Review content of interest to you)
- Healthy People 2030. Social Determinants of Health
Social Determinants of Health – Healthy People 2030 | health.gov
- Healthy People 2030 – Social Determinants of Health Literature Survey
Healthy People 2030 – SDOH Literature Survey
- Health Equity – Required Readings/Viewing
- American Nurses Association. (2018). Position statement. The nurse’s role in addressing discrimination: Protecting and promoting inclusive strategies in practice settings, policy, and advocacy. Nursingworld.org.
- Just Lead Washington. (2020). Washington Race Equity and Justice Initiative. Organizational Race Equity Toolkit. https://justleadwa.org/learn/rejitoolkit/
- Download full toolkit
- Read pages 9 – 18.
- Pay special attention to Addressing Race Equity at the Five Levels, page 13.
- Schoon, Porta, & Schaffer, 2019, Chapter 13: Competency #11: Shows evidence of commitment to social justice, the greater good, and the public health principles
- Health Equity and Diversity – Minnesota (Review one or more)
- Minnesota Department of Health. (2020). Health Equity Minnesota
Health Equity – Minnesota Department of Health (state.mn.us)
- Minnesota Department of Health. (2020). Cultivating a Health Equity Ecosystem
MDH Equity Report May 2020 (state.mn.us)
- Health Equity – United States (Review two or more)
- American Public Health Association. (2018). Achieving Health Equity
Achieving Health Equity in the United States (apha.org)
2. American Public Health Association. (2021). Advancing Public Health and
Equity through Prevention and Reengagement of Disconnected (Opportunity) Youth Advancing Public Health and Equity through Prevention and Reengagement of Disconnected (Opportunity) Youth (apha.org)
- CDC. Health Equity CDC Health Equity
- CDC. Office of Minority Health & Health Equity. Office of Minority Health and Health Equity
- Manchanda, R. (2014). TEDSalonNY2014: What makes us get sick – look upstream (18 minutes)
E. Explore Minnesota: Review some of the websites
- Minnesota Poverty Report 2022
https://drive.google.com/file/d/1MjCoW1pLQW5jFj7s8DFvm9d3bJMN74ZI/view
- Spotlight on Poverty and Opportunity 2022
- People in Poverty in Minnesota
https://data.web.health.state.mn.us/poverty_basic
- Commission to End Poverty in Minnesota by 2020. https://www.leg.state.mn.us/docs/2009/mandated/090262.pdf
- Explore US Websites: Review some of the websites.
1. Poverty in the United States: Explore the interactive map
- Feeding America. (2021). Map the Meal Gap – Interactive by state – also provides updated information on child food insecurity, college food insecurity, food insecurity by race and ethnicity, COVID-19 impact at https://map.feedingamerica.org/
- Kids Count Data Center – December 2021
KIDS COUNT Data Center from the Annie E. Casey Foundation
- ACEs and Childhood Trauma: Review the following reading and at least one website.
- Review, National Center for Injury Prevention and Control; Center for Disease Control and Prevention. (2019). Preventing Adverse Childhood Experiences (ACEs): Levering the Best Available Evidence – Posted on D2L or following URL.
file:///F:/459%20Fall%202022/Assignments/Clinical/HED%20F%2021/F%2022/preventingACES.pdf
- View, Harris Burke, N. TEDMED 2014: How Childhood Trauma Affects Health Across a Lifespan. (15 minutes)
- View Weisburg, R. (2018) Broken Places (1 hr. 17 min.)
https://video-alexanderstreet-com.mtrproxy.mnpals.net/watch/broken-places
PART II: VIRTUAL WORKSHOP
- View the following online participant presentations These are all required.
Patrice H. Kunesh J.D., MPA. Executive Director, Peȟíŋ Haha Consulting
Jill Westfall, BA, MPA, Communications Manager, Hunger Solutions
Jeanne Ayers, Assistant Commissioner in 2016, Minnesota Department of Health, 2016
Erin Carder, MSN, RN, PHN, Public Health Supervisor
Family Health Unit, Dakota County Public Health
- Review the two ACES case studies prepared by Erin Carder that apply the theory content from the presentation. Think about how you would answer the questions to two case studies.
https://drive.google.com/file/d/1hufPrpLOiDAeGajDQcsZL08CC3-ISJ5x/view?usp=sharing
PART III: DISCUSSION FORUM (20 pts.)
Directions: Include postings for Parts I and II in the same discussion forum entry.
- Individual Posting: Part I: Preparation (8 pts.)
Post an initial response to the following four questions based on the Part I
Preparation that you completed.
- What did you learn about poverty and health inequity in Minnesota and the Unites States that you did not know or surprised you?
- What did you learn about the social determinants of health, and population diversity that affect the health status of marginalized and at-risk populations that you did not know? How will this affect your nursing practice?
- What did you learn about Addressing Race Equity at the Five Levels that you could use in addressing race equity in your own life and in your work setting?
- What did you learn about ACES and childhood trauma and its impact on children?
- Make sure you cite your sources and provide a Reference List.
- Individual Posting: Part II: Participation (8 pts.)
Post an initial response to the following four questions based on Part II Participation presentation.
- What was the most significant thing you learned about the history of health and social inequity in Native American populations? How might you advocate for health equity among Native Americans in your nursing practice or your community?
- What was the most significant thing you learned about the history of structural racism in the health care system? What might you do in your nursing practice to reduce institutionalized racism either in working with individuals or helping to change the healthcare system?
- What did you learn about hunger in Minnesota and how to help individuals and families access nutritional resources in your community?
- What did you learn about how PHNs work with individuals and families who have experienced ACES? What is the impact of ACES on adults who had significant adverse events in their childhood and the potential impact on their children? What best practice interventions might you use if you work with children and families in one of Erin Carder’s case studies?
- Make sure you cite your sources and provide a Reference List.
- Response to Peers (4 pts.)
- Respond thoughtfully to the initial posting of 2 peers.
- Compare what peers learned to what you learned
Health Equity & Diversity Workshop Grading Rubric
Student: Instructor:
Grade: ___/20 pts.
| Part III: Discussion Forum | Feedback and Grade |
| Individual Posting: Part I: Preparation Evidence of correct responses to the following questions. What did you learn about poverty and health inequity in Minnesota and the Unites States that you did not know or surprised you? Thoughtful answer based on sources reviewed. (1.5 pts.)What did you learn about the social determinants of health, and population diversity that affect the health status of marginalized and at-risk populations that you did not know? How will this affect your nursing practice? Thoughtful answer based on sources reviewed. (2 pts.)What did you learn about Addressing Race Equity at the Five Levels that you could use in addressing race equity in your own life and in your work setting? Thoughtful answer based on sources reviewed. (2 pts.)What did you learn about ACES and childhood trauma and its impact on children? Thoughtful answer based on sources reviewed. (1.5 pts.)Answers reflect use of and understanding of content from textbook, and other sources with citations and Reference List (1 pts.) | ___/8 pts. |
| Individual Posting: Part II: Participation Evidence of correct responses to the following questions. What was the most significant thing you learned about the history of health and social inequity in Native American populations? How might you advocate for health equity among Native Americans in your nursing practice or your community? (2 pts.)What was the most significant thing you learned about the history of structural racism in the health care system? What might you do in your nursing practice to reduce institutionalized racism either in working with individuals or helping to change the healthcare system? (2 pts.)What did you learn about hunger in Minnesota and how to help individuals and families access nutritional resources in your community? (1 pt.)What did you learn about how PHNs work with individuals and families who have experienced ACES? What is the impact of ACES on adults who had significant adverse events in their childhood and the potential impact on their children? What best practice interventions might you use if you work with children and families in one of Erin Carder’s case studies? (2 pts.)Answers reflect use of and understanding of content from presentations, textbook, and other sources with citations and Reference List (1 pt.) | ___/8 pts. |
| Response to Peers: Respond thoughtfully to the initial posting of 2 peers. (2 pts.)Compare and/or contrast what peers learned to what you learned. (2 pts.) | ___/4 pts. |
NURS 459 Fall 2023 Health Equity and Diversity Workshop Example
PART I
1. Although Minnesota is considered as one of states with high levels of overall good health in the United States, it exhibits notable disparities in the domains of food, income, education, and housing. Current data study reveals that a significant proportion of American Indians (30%) and African Americans (20%) residing in Minnesota are experiencing poverty ( MPR, 2022, p.15). These inequities give rise to disparities in health outcomes causing individuals belonging to racial and ethnic minority groups, such as persons of color and American Indians to have more adverse health outcomes compared to their white counterparts (MDH, 2022).
2. The influence of social determinants of health on an individual’s well-being is intricate and interwoven, exerting both direct and indirect effects. Marginalized and at-risk populations are disproportionately affected by social determinants of health due to their increased exposure to poverty, discrimination, and social disadvantages (SDOH). This often leads to worse health outcomes for these groups. Studies have shown that racial discrimination can make people feel sad and cause them to have harmful stress (Schoon and Porta, 2024). People of color are more likely to be uninsured or underinsured, limiting their access to preventive care and chronic disease treatment. As a nurse, I recognize the importance of advocating for social equity and confronting social determinants of health in order to improve the health of patients. My position as a nurse will enable me to play a crucial role in reducing health disparities and advancing social justice.
3. To encourage fairness and justice, it is necessary to tackle racial equality on all five levels (individual, interpersonal, organizational, community, and systemic). At the individual level, individuals have the capacity to engage in self-education, critically examine their prejudices, and actively support those belonging to racial minority groups. In the realm of interpersonal dynamics, the establishment of connections, active listening, and vocal opposition to racism are seen as vital. At the organizational level, it is crucial to prioritize the promotion of racial justice, the establishment of an inclusive culture, the support of diversity, and the application of an anti-racist perspective. Active participation, engaging in advocacy efforts, and challenging systematic racism have significant importance within the community. By prioritizing the promotion of racial equality throughout all societal spheres, it is possible to attain a more fair and impartial society (Just Lead Washington, 2020, p.13). In my personal as well as professional life, it is essential to consistently participate in self-education, foster open talks, and actively endorse programs aimed at advancing racial justice across all domains. By engaging in this action, I will be able to make a meaningful contribution towards fostering the society and work environment that prioritizes fairness and inclusivity.
4. Adverse Childhood Experiences (ACEs) refer to a range of distressing life events that occur throughout childhood, such as instances of abuse, neglect, exposure to violence, or having parents who struggle with mental health or drug misuse problems (Schoon and Porta, 2024, p.103). The aforementioned experiences have the potential to have a substantial influence on a child’s physical and emotional well-being, interpersonal connections, and capacity to effectively manage stress. There is a positive correlation between the number of adverse childhood experiences (ACEs) a kid encounters and the likelihood of experiencing detrimental consequences, including chronic health conditions, psychological disorders, and engagement in high-risk activities. Long-term exposure to stress chemicals like cortisol, which can be caused by ACEs, can hurt brain growth and make it harder to pay attention, remember things, and control your impulses. ACEs can cause long-term health problems, mental health problems, dangerous habits, social problems, and trouble in school (Harris, 2014). But not every child who has ACEs will grow up to have these problems. Children can heal and become more resilient with the help of caring adults, mental health programs, and community support. Children who have had ACEs can get through hard times and live healthy lives with the right help.
PART II
1. One salient facet of the historical narrative of health and social injustice in Native American communities pertains to the enduring discrepancies that they have encountered. This populations have experienced enduring historical trauma over the course of many centuries as a consequence of colonialism, coerced displacements, the deprivation of ancestral territories, and the repression of their traditional practices. The intergenerational transmission of communal trauma persists and has ongoing effects on individuals’ mental and emotional well-being (Kunesh, 2020). To advocate for health equity among the Native American population, I would like to educate them on preventive care, managing chronic conditions, and mental health awareness.
2. One of the most significant insights gained from studying the history of structural racism within the healthcare system is the recognition of its intricate and deeply ingrained nature, originating from the inception of the United States (Ayers, 2016). There are also less obvious ways that structural racism shows up in the healthcare system, such as differences in who can get care, how good the care is, and how well they get. For example, Black people and other people of color are more likely to be uninsured or underinsured, and they are more likely to live in places where it is hard to get to a doctor ( Artiga et. al, 2022). They are also more likely to have long-term health problems and have worse health results than their white counterparts. As a nurse, I can play a role in reducing institutionalized racism in the healthcare system by taking care of people of color by making sure they can get good treatment and are treated with respect. I can also push for changes to the healthcare system that will help make care and health results more equal for everyone.
3. It has been observed that hunger poses a significant issue in the state of Minnesota, as around 1 in 12 individuals encounter food insecurity ( Westfall, 2019). This implies that individuals lacked consistent and cheap access to an adequate amount of nourishing meals. This implies that individuals lack regular and sufficient availability of nourishing sustenance required to maintain a state of well-being and engage in physical activities. The phenomenon of hunger may have a profound and detrimental influence on both people and families, resulting in adverse health outcomes. Some resources available to Minnesotans to access nutritious food are SNAP, WIC, food shelves, and school meals. As a nurse, being knowledgeable about local resources and actively engaging in initiatives aimed at mitigating food insecurity may have a substantial impact on the well-being of those experiencing inadequate access to food within our community.
4. Public health nurses (PHNs) play a very important part in helping people and families who have had Adverse Childhood Experiences (ACEs). They provide information about ACEs and how they affect people. This will help people and families understand their own situations and come up with good ways to deal with them. PHNs connect people and families to important resources that can help them heal, such as mental health programs and care for drug abuse. Tackling problems with access to healthcare, education, and other important resources are amongst the responsibilities of PHNs in the community.
Adverse Childhood Experiences (ACEs) may have a profound and detrimental influence on both adults and children. ACEs have been shown to be associated with a diverse array of health issues, including mental health disorders, drug misuse, long-term illnesses, and premature mortality ( Harris, 2014).
One potential intervention I will use with Micah in Erin Carder’s case studies may be enrolling him in a play therapy group that incorporates trauma-informed practices. This would provide him with a secure environment in which to engage in the processing of his experiences and the cultivation of coping mechanisms.
References
Artiga S., Hill L., Damion A. ( December 20, 2022). Health coverage by Race and ethnicity, 2010-2021. KFF.
Ayers, J. (2016, October 26). Advancing Health Equity Addressing Structural Racism [Video]. Minnesota State. https://mediaspace.minnstate.edu/media/Jeanne+Ayers+Presentation+-+Assistant+Commisioner%2C+Minnesota+Department+of+Health+-+10+26+16/0_6iwlfo4y
Centers for Disease Control and Prevention. (2018). Diabetes among American Indians and Alaska Natives. https://www.cdc.gov/diabetes/library/features/diabetes-stat-report.html
Harris Burke, N. TEDMED 2014: How Childhood Trauma Affects Health Across a Lifespan.
Initiative. Organizational Race Equity Toolkit.
https://justleadwa.org/wp-content/uploads/2020/11/REJI-Toolkit-v2-Final-2020-3.pd
Just Lead Washington. (2020). Washington Race Equity and Justice
Kunesh, P. (2020, March 17). Health Equity in Indian Country: Challenges and Opportunities [Video]. https://mediaspace.minnstate.edu/media/Health+Equity+in+Indian+Country+-+Patrice+Kunesh/1_a2jq4g6s
Minnesota Department of Health (MDH). (2022). About the Center for Health Equity. About the Center for Health Equity – MN Dept. of Health. https://www.health.state.mn.us/communities/equity/about/index.html
Minnesota Poverty Report(MPR). ( April, 2022) https://drive.google.com/file/d/1MjCoW1pLQW5jFj7s8DFvm9d3bJMN74ZI/view
Schoon, P. M., & Porta, C. M. (2024). Population-based public health clinical manual: The Henry Street model for nurses (4th ed.). Sigma.
Westfall, J. (2020, March 17). Hunger in Minnesota [Video]. https://mediaspace.minnstate.edu/media/Hunger+in+MN+-+Jill+Westfall/1_fnq2f9ug
NURS 459 Population-Based Care F 23 – Governmental Public Health Orientation
2 Points
Part I: Orientation = P/N
Part II: Brief Online Reflection: D2L Discussion Forum = 2 points
- You must be present at orientation to earn these two points.
BONUS: County Comparisons = 1 bonus point
GOAL: Students understand the role of the governmental public health agency and its interdisciplinary staff in preventing illness and protecting and promoting the health of the public.
OBJECTIVES:
- Identify the health status of populations and sub-populations within a defined county.
- Identify the public health priorities for populations of interest and populations at-risk in the community.
- Describe the core functions and essential services of governmental public health agencies at the city or county level.
- Provide examples of how the governmental public health agency provides the core functions and essential services.
- Discuss the unique role of the public health nurse working in the governmental public health agencies.
PREPARATION
- Visit
1. Minnesota Department of Health and Dakota County Public Health Agency websites. The links to the websites are in Week 2 Module
- Also visit your own county Public Health Agency website.
- Review the county health assessment data for the county providing the orientation. The documents are in Week 2 Module
- Review the following content in Schoon & Porta (2024).
- Schoon & Porta (2024):
- Read Chapter 7, Works within the Responsibility and Authority of Governmental Public Health System, pp. 169-190
- Read Chapter 13, Evidence of Commitment to Social Justice, pp. 285-296
- Skim Chapter 15, Promotes, Assesses, Coordinates Population Health…, pp. 347-355
- Read Appendix D: Spotlight on Dakota County Asthma Program, pp. 421-422
PART I: ONLINE ORIENTATION
- Online Invite and Materials
1. The Teams invite will be posted in Appendix A and will be reposted as a D2L
2. Orientation Materials:
a. The Agenda will be posted on D2L Week 2 before the session.
b. The slide deck will be posted before the orientation if available.
B. Student Expectations
1. Students will participate in the online synchronous online orientation.
2.Their dress (business casual) and behavior should be consistent with professional
standards.
3. Questions asked of presenters should reflect preparation and attention during
presentation.
PART II: BRIEF ONLINE REFLECTION.
- Discussion Forum on D2L – Responses should be based on orientation
presentations, readings, and county public health government websites.
- How do the public health nurses respond to the public health priorities in this county?
- Give a few examples of services the PHNs provide meet the needs of one or more at-risk populations.
- County Comparisons (1 bonus point)
- Compare the major public health concerns and priorities of Dakota County with the county in which you live OR
- If you live in Dakota County, compare the major public health concerns and priorities of Dakota County with another Minnesota county.
NURS 459 Grading Rubric for Governmental Public Health Orientation
Student: Instructor:
Grade: Part I: Participation = ___/ S/N
Part II: Brief Online Reflection = ___/2 points
Bonus: Additional Online Reflection = ___/1 bonus point
| Criteria | Comments/Points |
| Part I: Participation | |
| Present for the entire online session wearing business casual clothing Demonstrate respectful attention and participation | ___/P/N |
| Part II: Brief Online Reflection Students must attend presentation to earn points for the reflection. | |
| Question 1: Response is consistent with presenter information and online information (1 pt.) What are the public health priorities in Dakota County? Who are the major at-risk population groups?Give a few examples of how the county public health department carries out its core functions and essential services to meet these public health priorities and address the needs of an at-risk population group. Question 2: Response is consistent with presenter information and online information (1 pt.) a. How do the public health nurses respond to the public health priorities in this county? b. Give a few examples of services the PHNs provide meet the needs of one or more at-risk populations. | ___/2 pts. |
| Bonus | |
| County Comparisons Briefly compare the major public health concerns and priorities of Dakota County with the county in which you live OR If you live in Dakota County, compare the major public health concerns and priorities of Dakota County with another Minnesota county. | ___/1 pt. |
NURS 459 Emergency Preparedness & Crisis Response Workshop
16 Points
- Part I: Preparation (5 pts.)
- Part II: Participation (Required)
- Part III: Discussion (11 pts.)
Format: This workshop is virtual and asynchronous. Each presentation will be presented separately. The suggested assignment completion plan follows:
- Complete Part I Preparation on Monday
- Listen to asynchronous presentations on Tuesday and Wednesday. Each are about one hour in length.
- Complete initial Post by Thursday and Peer Responses by Sunday evening
GOAL: Students will develop knowledge about emergency preparedness and crisis response for emergencies and crises affecting individuals/families and communities and how to respond to emergencies and crises as individual nurses and as members of an interdisciplinary team.
OBJECTIVES:
- Describe the four emergency or disaster phases of mitigation, preparedness, response, and recovery.
- Discuss the roles, responsibilities and obligations of professional nurses in relation to emergencies and crises at the individual, family, and community levels.
- Create community level PHN intervention responses to an emergency occurring in the community.
- Identify community resources for crises occurring with individuals, families, communities that are available to community health and social services providers.
- Identify online resources that may be used to provide information, education, and guidance about current and future emergencies and appropriate responses.
PART I: PREPARATION
The following print and online resources will help you prepare for Parts II and III of the workshop. Review at least 2 resources in A. and B. Review the resources in C.
- Disaster Preparedness
- American Nurses Association. Disaster Preparedness. There are several documents in Helping You Be Prepared and updates in What Nurses Need to Know.
- Healthy People 2030. (2020). Preparedness. Review Overview, Objectives, Interventions & Resources.
Emergency Preparedness – Healthy People 2030 | health.gov
- CDC, Six Domains of Preparedness. Six domains developed to prepare state and local health departments.
4. National Association of County and City Health Departments. Public Health Preparedness. Preparing Your Local Health Department
- Schoon, Porta, & Schaffer. (2019). Chapter 7, pp. 149-150.
- Online Resources
- Johnson & Johnson. (2008). Katrina – Nature at Its Worst. Nursing at Its Best. (13 min. video)
- American Red Cross: Red Cross online training
- Minnesota’s Statutes and Rules on Emergency Preparedness, Disease Outbreaks, and Volunteer Protections
- MDH, Emergency Preparedness and Response
- Minnesota Responds Medical Reserve Corps
- FEMA: Disaster Information
- Administration for Strategic Preparedness and Response
- CDC. Agency for Toxic Substances and Disease Registry
- CDC/ATSDR Social Vulnerability Index
- Review the following: SVI Fact Sheet, SVI at a Glance
- Find your own county on the Interactive Map
- CDC Social Vulnerability Index (SVI) Documentation 2018
- Find the Methods – Variables Used graphic
PART II: PARTICIPATION
A. Minnesota Emergency Preparedness and Response
Angie Koch, MPH, Planning Director State – Health Care Coalition
Center for Emergency Preparedness and Response
Minnesota Department of Health
B. Public Health Response and Recovery: Table-Top Presentation
Lia Roberts DNP, RN, PHN, Public Health Preparedness Coordinator
Dakota County Public Health
- Simulation: You will participate in an Emergency Preparedness Simulation that includes the phases of Prevention, Preparation, Response, and Recovery.
- Download the MDH, Measles Post-Exposure handout posted on D2L to use during the simulation.
- Download the Public Health Emergency Preparedness and Recovery Table-top Simulation Worksheetposted on D2L to complete during the simulation discussion.
C. Assessment and Care for Victims of Domestic Abuse and Sexual Assault
Angela Carlson, RN, BSN, SANE-A Sexual Assault Nurse Examiner
Regions Hospital SANE Program
Cynthia Hassan, Child Protection Screener
Ramsey County Social Service
Domestic and Sexual Violence (52 minutes), Molly Hayes, 360 Communities, Community Educator and Advocate.
You might want to view the website and view Jordan’s story, a high school student,
who was homeless and plans to become a nurse.
Tyler’s Story, a survivor of domestic violence and a 360 client (15 minutes)
Optional: “What Were You Wearing” video project that 360’s completed for sexual
assault awareness month. This video was created to help support survivors and end
victim-blaming. This video went viral around the world and became an online
community of support through the comments.
PART III: DISCUSSION FORUM (16 pts.)
- Individual Posting: Part I: Preparation (4 pts.)
Answer the following five questions based on Part I Preparation.
- What did you learn about the roles and responsibilities of the professional nurse and interdisciplinary team in responding to emergencies at the state and local levels?
- What actions are nurses ethically responsible to provide? What does that mean for you as a nurse in your community?
- What is the Social Vulnerability Index? How does your county rate? Which groups of people and neighborhoods would be most vulnerable?
- What did you learn about current or potential emergencies that you did not know and that will be useful to you as a nurse?
- What online resources did you find that will be helpful for you in the future to prepare for and respond to emergencies in your community?
- Make sure you cite your sources and provide a Reference List.
- Individual Posting: Part II: Participation (7 pts.)
Answer the following four questions based on your Part II Participation.
- What were the most important things you learned about the role and activities of PHNs in emergency response at the state and local levels? What do you see at the nurse’s role in emergency preparedness and response (natural or manmade) when working as part of a team or with others in the community (Koch and Roberts presentations)?
- Consider your responsibility as a mandated reporter. How would you carry this responsibility out if you identified a person who had experienced interpersonal abuse? This could be a situation that occurred in your job or in your personal life. (Hassan presentation)
- What did you learn about responding to an individual who is in crisis or has been abused that you did not know before? How will this change your nursing practice in the future? (Carlson presentation)
- What did you learn about community resources that you could use when working with individuals or families experiencing domestic abuse? (Peter’s presentation and Tyler’s story and/or Jordan’s story)
- Make sure you cite your sources and provide a Reference List.
- Response Posting to Peers: (4 pts.)
- Respond thoughtfully to the initial posting of 2 peers.
- What did you learn from peer posts?
- Introduce new ideas based on your preparation and/or experiences.
EMERGENCY PREPAREDNESS & CRISIS RESPONSE DISCUSSION FORUM GRADING RUBRIC
Student: Instructor:
Grade: ____/16
| Part III: Discussion Forum | Feedback and Grade |
| Initial Post, Preparation Discussion: Cite sources in your responses. Thoughtfully discussed key learnings about roles and responsibilities of nurses and interdisciplinary team in emergency preparedness and response. (1 pt.)Identifies ethical responsibilities expected of professional nurse in responding to emergency situations. (1 pt.) Describes how the Social Vulnerability Index of your own community/county influences emergency responses. (1 pt. pts.)Identifies key learnings about the four disaster/emergency phases and how this information could be used in current or future nursing career. (1 pt.) Identifies one or more online resources that could be used in current or future nursing career to prepare for and respond to emergencies. (1 pt.) | ___/5 pts. |
| Initial Post, Participation Discussion: Demonstrates thoughtful answer to roles and responsibilities of professional nurses and PHNs in responding as part of an interdisciplinary to state and local emergencies. (1.25 pt.)Describes responsibilities of nurse as a mandated reporter (1.25 pt.)Describes process of responding to individuals experiencing interpersonal abuse (1.25 pt.) Describes what you learned about community resources that could be used to help families experiencing domestic violence (1.25 pt.) Demonstrates understanding of how information learned about emergency and crisis response can be used by student in current and/or future career. (1 pt.)Answers reflect content presented by a variety of speakers. Speakers are cited in responses. (1.0 pt.) | ___/7 pts. |
| Response to Peers: Respond thoughtfully to the initial posting of 2 peers. (2 pts.)Compare and/or contrast what peers learned to what you learned while introducing new ideas. (2 pts.) | ___/4 pts. |
