Relationship between environment and global health (CO5).

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Inspect the relationship between environment and global health (CO5).

2. Appraise global health problems considering WHO SDG’s as well as related epidemiological data (CO5).

Assignment Requirements 

1. Go to your state (Florida) government web page. Find one health policy enacted within the last two (2) years at the state level. Write down the bill number and the sponsors of the bill and include this information in your initial post.

2. Write a minimum of a one-page critical analysis summary of the policy. (250 words double spaced, APA). Your summary should integrate the concepts of advocacy, population health, and the ANA ethical statements (“The Code”), and course readings, to include a minimum of one course scholarly article (provided at the end of the document). Be sure to speak to the role of advocacy and population health.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

Category Points % Description
Scholarly  13 22% · The student actively stimulates and sustains inquiry by making reflective insightful comments, asking thoughtful questions and/or engaging in a scholarly discussion.

· The student expresses a clear idea of the topic under discussion and sustains inquiry in to explore relevant issues.

· The student recognizes values or values conflict as things that form the assumption basis of arguments and recognizes when it is important to acknowledge these values.

· The student recognizes the accuracy, logic, relevance, or clarity of statements.

· The student asks clarifying questions and knows when clarifying questions need to be asked.

· The student distinguishes fact from opinion.

Application  20 33% · All components of discussion prompt addressed (met) in  initial  posting.

· The student’s writing conveys an understanding of significant ideas relevant to the issue under discussion. This is indicated by integration of course and weekly objectives, as well as readings from text and articles.

· All posts should make correct use of terminology, precise selection of the pieces of information required to make a point, correct and appropriate use of examples and counterexamples, demonstrations of which distinctions are important to make, and explanations that are concise and to the point.

· Information and knowledge are accurate.

· The student elaborates statements with accurate explanations, reasons, or evidence from the course and/or weekly objectives.

· All postings integrate scholarly sources to support points consistently.

Interactive Dialogue 10 16.6% · Responds to ideas in a way that advances discussion with engagement, depth, rigor, and application.

· Interacts with a professional tone and is able to express opinions with ownership and without judgement.

· Chooses to include professional experience to the discussion board mindful of appropriateness and boundaries. Experience is integrated as it supports the discussion board topic and utilizes scholarly references to support overall topic.

  43 72% Total CONTENT Points= 43 pts
Category Points % Description
APA(current edition) 12 20% · In text citations are formatted per APA.

· Reference list is formatted per APA.

· Spelling, grammar, and scholarly tone per APA.

Spelling / Grammar etc. 5 8% · Posts should utilize correct spelling and grammar(sentence structure and avoidance of slang or casual language).
  17 28% Total FORMAT Points=17 pts
  60 100% DISCUSSION TOTAL=60 points



Scholarly articles:

Angelini, K. (2017). Climate change, health, and the role of nurses. Nursing for Women’s Health, 21(2), 79-83.

Kurth, E. A. (2017). Planetary health and the role of nursing: A call to action. Journal of Nursing Scholarship, 49(6), 598-605.

Kooienga, A. S. & Carryer, B. J. (2015). Globalization and advancing primary health care nurse practitioner practice. The Journal for Nurse Practitioners, 11(8), 804-811.

Genetics/genomics competencies for RNs and nurses with graduate degrees. (2019). Nursing Management, 50(1), 1-3. (Links to an external site.)

Reed, K. E., Ingram, T. & Edelman, A. E. (2019). Three things every nurse practitioner can do to integrate genetics into practice. Journal of the American Academy of Nurse Practitioners, 31(1), 6-7.

Gonzalez, K.,Shaughnessy, M. J., Kabigting, E. R., Tomasulo West, D., Callari Robinson, J. F., Chen, Q., Stewart Fahs, P. (2018). The healthcare of vulnerable populations within rural societies: A systematic review. Online Journal of Rural Nursing & Health Care, 18(1), 112-147.

Morgan, A. S. & Stokes, L. (2017). Overcoming marginalization in the transgender community. American Nurse Today, 12(5), 34-35.

Erie, C. J., Pueringer, R. M., Brue, M. S., Chamberlain. M. A. & Hodge, O. D. (2016). Statin use and incident cataract surgery: A case-control study. Ophthalmic Epidemiology, 23(1), 40-45.

Moukaddem, A., Chaaya, M., Jaffa, M., Sibai, A., Slim, Z., & Uthman, I. (2017). Fibromyalgia: Epidemiology and risk factors, a population-based case-control study in Lebanon. International Journal of Rheumatic Diseases, 20(2), 169-176.

Gawlik, K., Melnyk, B., & Tan, A. (2018). An epidemiological study of population health reveals social smoking as a major cardiovascular risk factor. American Journal of Health Promotion, 32(5), 1221-1227.

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