DisE3S3: Please review per invite.

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DisE3S3: Please review per invite.

DisE3S3: Please review per invite.
DISCUSSION ONE This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Topic 1. Levels of Prevention Discuss the following in your post: Create three scenarios where you would apply each of the three levels of prevention (Primary, Secondary and Tertiary). Reading Assignments In Health Promotion throughout the Lifespan in Nursing Practice, read: Chapter 1: “Health defined: Objectives for Promotion and Prevention” Chapter 2: “Emerging Populations and Health” Chapter 3: “Health Policy and Delivery Systems” Chapter 4: “The Therapeutic Relationship” Chapter 5: “Ethical Issues Related to Health Promotion” Centers for Disease Control and Prevention [CDC]. (2018). Tools for cross cultural communication and language access can help organizations address health literacy and improve communication effectiveness. Retrieved from https://www.cdc.gov/healthliteracy/culture.html Gupta, A., Madhavapeddi, S., Das, A., Harris, S., & Naina, H. (2015). Physician posture at the bedside: A study of African-American and Hispanic patient preferences at a teaching hospital. The Journal of Medical Practice Management: MPM, 31(3), 144-146. Knox, C. C., & Haupt, B. (2015). Incorporating cultural competency skills in emergency management education. Disaster Prevention & Management, 24(5), 619. Web Resources ●    Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from https://www.cdc.gov/csels/dsepd/ss1978/index.html ●    Department of Health and Human Services. (2018). Leading health indicators. Retrieved from http://healthypeople.gov/2020/LHI/default.aspx ●    Healthy People 2020. (2018). Topics and objectives. Retrieved from https://www.healthypeople.gov/2020/topics-objectives ●    United States Preventive Services. (2018, March). USPSTF A and B recommendations. Retrieved from https://www.uspreventiveservicestaskforce.org/Page/Name/uspstf-a-and-b-recommendations/ DISCUSSION TWO Defining Internal and External Evidence Review the difference between types of evidence available in clinical practice. Refer to the evidence-based levels chart as you discuss the evidence related to your clinical question. See the evidence-based pyramid chart. Please use John Hopkins Evidence based Practice as this is universally acceptable or whatever your preference is. Textbook Readings Evidence-Based Practice in Nursing and Healthcare “Finding Relevant Evidence to Answer Clinical Questions” “Critically Appraising Quantitative Evidence for Clinical Decision Making” Journal Readings Please retrieve and read the following Journal articles from the Library. Articles can be located through a search in the CINAHL database, OVID database, Course Resources, or by using the link at the end of the reference if provided. Jesson, J., & Lacey, L. (2006). How to do (or not to do) a critical literature review. Pharmacy Education, 6(2), 139–148. Pierce, L. (2009). Twelve steps for success in the nursing research journey. Journal of Continuing Education in Nursing, 40(4), 154–164. Salmond, S. W. (2007). Advancing evidence-based practice: A primer. Orthopedic Nursing, 26(2), 114–125. Web Resources Review the following website, specifically the Continuing Education articles under Tools and Resources, and the About Us section. Evidence-Based Practice Network. (2015). Retrieved from http://www.nursingcenter.com/evidencebasedpracticenetwork Review the sites below that detail ongoing research efforts. Agency for Healthcare Research and Quality. U.S. Department of Health and Human Services. (2015). Retrieved from http://www.ahrq.gov/ Institute for Healthcare Improvement. (2015). Retrieved from http://www.ihi.org/

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