NYU Health Behavior Model Research Paper

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NYU Health Behavior Model Research Paper

Description

Nursing homework help

 

Please note that each and every assignment has its own word limit.

Read the Coronavirus Press Release Below. Considering what you have learned in this course, how are theories of health behavior relevant in this outbreak?

Public Health Agencies Confirm 2019 Novel Coronavirus Case in Arizona
The Case is a Maricopa County Resident who Recently Returned from Wuhan, China

PHOENIX — The Arizona Department of Health Services (ADHS) and the Maricopa County Department of Public Health (MCDPH) announced today that a Maricopa County resident has been diagnosed with the 2019 Novel Coronavirus. The confirmed case is in a person who recently returned from travel to Wuhan, China.

The patient is a member of the Arizona State University community who does not live in university housing. This person is not severely ill and is currently in isolation to keep the illness from spreading. MCDPH and ADHS are currently investigating to identify any close contacts that may have been exposed while the person was infectious. Any individuals who have been identified as having been exposed will be contacted directly. These individuals will be monitored for fever and respiratory symptoms in collaboration with public health and the university.

2019 Novel Coronavirus spreads through the air when an infected person coughs or sneezes. Symptoms are thought to appear within two to 14 days after exposure and consist of fever, cough, runny nose, and difficulty breathing. Those considered at risk for contracting the virus are individuals with travel to Wuhan, China, or individuals in close contact with a person infected with the 2019 Novel Coronavirus. Currently, no commercial testing is available and there is no vaccine. Public health is working with those exposed to get testing by CDC.

“While the immediate risk of the 2019 Novel Coronavirus to the general public is believed to be low at this time, ADHS and our county public health partners will continue to actively monitor for the disease,” said Dr. Cara Christ, ADHS director. “There are simple daily precautions that everyone should always take to prevent the spread of diseases.”

Public health officials are advising residents that flu and other respiratory diseases are circulating in the community, and are recommending everyone get a flu shot and follow basic prevention guidelines. The best ways to prevent the spread of respiratory viruses are to:

  • Wash your hands often with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer.
  • Avoid touching your eyes, nose, and mouth with unwashed hands.
  • Avoid close contact with people who are sick.
  • Stay home when you are sick.
  • Cover your cough or sneeze with a tissue, then immediately throw the tissue in the trash.
  • Clean and disinfect frequently touched objects and surfaces.

If you have recently traveled to Wuhan, China and have developed fever with cough or shortness of breath within 14 days of your travel, or have had contact with someone who is suspected to have 2019 Novel Coronavirus, stay home and call your healthcare provider right away. If you do not have a health care provider, you may need to be seen at your local hospital emergency room/urgent care center. Please call the emergency room/urgent care center to get instructions before going in.

For the latest information about 2019 Novel Coronavirus, visit the website at azhealth.gov/coronavirus [lnks.gd].

PLEASE ANSWER ALLQUESTIONS ABOVE AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOW

PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.

https://apastyle.apa.org/learn/quick-guide-on-refe…

Read Chapters 8-12 in Health Behavior: Theory, Research, and Practice.

URL:

http://www.gcumedia.com/digital-resources/wiley-and-sons/2017/health-behavior_theory-research-and-practice_ebook_5e.php

Read “Integration of the Interaction Model of Client Health Behavior and Transactional Model of Stress and Coping as a Tool for Understanding Retention in HIV Care Across the Lifespan,” by Graham, from Journal of the Association of Nurses in AIDS Care (2015).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1055329014003161

Read “Use of Formative Research and Social Network Theory to Develop a Group Walking Intervention: Sumter County on the Move!” by Forthofer, Burroughs-Girardi, Stoisor-Olsson, Wilcox, Sharpe, and Pekuri, from Evaluation and Program Planning (2016).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0149718916300210

Read “Neighborhood Social Stressors, Fine Particulate Matter Air Pollution, and Cognitive Function Among Older U.S. Adults,” by Ailshire, Karraker, and Clarke, from Social Science and Medicine (2017).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0277953616306281

Read “Reconsidering the Effects of Poverty and Social Support on Health: A 5-Year Longitudinal Test of the Stress-Buffering Hypothesis,” by Moskowitz, Vittinghoff, and Schmidt, from Journal of Urban Health (2013).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=85715522&site=eds-live&scope=site

Read “Providers Help People Regulate Affect Relationally: Implications for Perceived Support. Personal Relationships,” by Lakey, Cooper, Cronin, and Whitaker, from Personal Relationships (2014).

URL:

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=97937022&site=eds-live&scope=site

Read “Social Cognitive Theories Used to Explain Physical Activity Behavior in Adolescents: A Systematic Review and Meta-Analysis,” by Plotnikoff, Costigan, Karunamuni, and Lubans, from Preventive Medicine (2013).

URL:

http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S0091743513000261?_rdoc=1&_fmt=high&_origin=gateway&_docanchor=&md5=b8429449ccfc9c30159a5f9aeaa92ffb

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100