Assignment: Rate of Chlamydia

Assignment: Rate of Chlamydia

Assignment: Rate of Chlamydia

There is no limit on the number of slides but, as a rule, anticipate around 15 to 17. Be sure you have a title page on the presentation including your name and the title of the project Describe the p
There is no limit on the number of slides but, as a rule, anticipate around 15 to 17.

Be sure you have a title page on the presentation including your name and the title of the project
Describe the population group then their health problem providing data to support
We are interested in learning the focus of the project—the problem, and the group you determined was at highest risk for developing that problem. For example: The overall rate of chlamydia in my community is XX%; however, the highest risk group in my community for contracting chlamydia is 15-24-year-old Native American women at XX%. Or the rate of obesity in my state is XX% but the group at highest risk for developing obesity in my state are White men aged 45-59. Their rate of obesity is XX%, which is higher than the other groups.
Describe the results of your community assessment and how this information impacts the health of the highest risk group.
You will rely primarily on the results of the windshield survey and the resources you located from the community assessment to determine the impact upon the highest risk group. Perhaps you found that there are no STD clinics in your community or few to no physicians/mid-levels who accept Medicaid and your highest risk population is low income. Let us know strengths and weaknesses and how the population at highest risk is impacted. What gaps are present?
Identify any interviews or collaborative efforts that you engaged in to bolster your assertions. These should be noted as personal communications in the body of the PPP and not in references.
Developed possible evidence-based culturally appropriate interventions aimed at primary prevention specific to the community and the population at highest risk.
This takes some creative thinking. If you are working on lowering the prevalence of heart disease, for example, we don’t need a review of the American Heart Association website information. We all know eating more fruits and vegetables is better than consuming processed foods, and that exercise benefits virtually everyone, so don’t just regurgitate that information. Think of something that is specific to the high-risk population that you have identified. Maybe the parents of boys need more information about the benefits of HPV vaccination since the girls’ parents are already getting the immunization for their daughters. You would educate the boys’ parents differently than the girls’ parents. You will approach young African American men at high risk for stroke due to early onset hypertension differently than you will explain the risks of untreated hypertension to a group of Hispanic or Asian women. Tell us something unique that applies to the problem in your community. If you have one super unique idea, that is good enough. It is not enough to restate one idea from the American Diabetes Association website that we all know by heart.
Choose a way to measure the success of your intervention. We are looking for how much effect you believe your intervention might have on decreasing prevalence in the rate of disease you identified. Let us know how this new intervention might work and how you might define success. This discussion is based on the notion that all PH offices work on slim budgets and often don’t want to keep funding a program that is ineffective or change in behavior can’t be measured. We understand it often takes years for significant changes in prevalence rates but need to talk about it anyway.
Presented to a community professional. The name of your mentor should be on this slide.
Described role as a health care leader in the community. Any time we improve the health of the community membership, it is a good thing. How would you describe your impact on the community as you lead the citizens at high risk for disease or condition to better health? How do you see yourself as a health care leader?
The references you used in the development of the project belong at the end of the presentation in APA format.
Points from the rubric will be assigned according to how completely all the rubric points are addressed and explained.

 

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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.
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

Assignment: Rate of Chlamydia

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

Assignment: Rate of Chlamydia

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.