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NR 503 Week 7 Global and Environmental Health

NR 503 Week 7 Global and Environmental Health

NR 503 Week 7 Global and Environmental Health Example

In an article published by USA Today and written by Elinor Aspegren in April of 2021, a middle-aged woman, who runs a bar in Texas, has been accused of selling sexual acts of their waitresses to their clients (Aspegren, 2021). According to the article, this has been happening for approximately ten years, in which customers could pay $70 to receive 15 minutes with a waitress (Aspegren, 2021). The owner’s two sons and nephews acted as “enforcers” who would ensure the waitresses remained compliant with these acts and would not call the authorities (Aspegren, 2021 NR 503 Week 7 Global and Environmental Health). The victims included adults, one minor, and a victim flown into Texas from Puerto Rico specifically to perform these sex acts (Aspegren, 2021). The woman, her two sons and her nephew are arrested and face jail time and fines (Aspegren, 2021 NR 503 Week 7 Global and Environmental Health).

Sex trafficking is a global problem, with 4.8 million people being victims of forced sexual exploitation in 2016, 99% of which were female (International Labour Organization & Walk Free Foundation, 2017). In 2018, the United States reported an increase in human trafficking cases; the top three origin countries are the US, Mexico and the Philippines, finding that the most vulnerable populations were most commonly trafficked, including children in welfare and juvenile justice systems, foster care, runaways, homeless, and unaccompanied foreign children (U.S. Department of State, 2021 NR 503 Week 7 Global and Environmental Health).

Traffickers have used the internet’s ease of access and reach to recruit victims online using a technique where the traffickers either actively approach the victim in an online space or wait for the victims to respond to ads (United Nations Office on Drugs and Crime, 2021). The internet has become a very effective way for traffickers to recruit at-risk people because it can be anonymous, easy to use and access, and far-reaching. The populations most at-risk for being trafficked include populations who face health disparities.

According to the World Health Organization, 73% of countries have national plans of action regarding violence against women and 79% of countries globally have a national guideline or protocol that address healthcare system responses to violence against women (World Health Organization, 2020). Within these countries, it is reported that only 66% have training programs for healthcare providers that educate them on the appropriate responses and treatments for violence against women (World Health Organization, 2020 NR 503 Week 7 Global and Environmental Health).

As Nurse Practitioners (NP), screening patients for trafficking should be a priority, especially in these at-risk groups, a subgroup or population that share high-risk factors like health conditions or health factors (Curley, 2020). By working closely with advocacy centers and other healthcare professionals, a screening tool can be used to identify these victims and report the occurrence to the appropriate law enforcement agencies (Moore et al., 2017 NR 503 Week 7 Global and Environmental Health). This will lead to appropriate services and follow-up care, such as mental health care, ongoing medical care for STIs and safety planning (Moore et al., 2017). Awareness and education are the most important first step for healthcare providers to make to help irradicate sex trafficking, which is becoming a more prominent healthcare issue within the US.

NR 503 Week 7 Global and Environmental Health References

Aspegren, E. (2021, April 2). Family charged for coordinating sex trafficking operation at Houston bar for more than a decade, US attorneys say. USA TODAY; USA TODAY. https://www.usatoday.com/story/news/nation/2021/04/01/houston-family-sex-trafficking- operation-bar-puerto-allegre/4845328001/

Curly Cupp, L. A. (2020). Population-based nursing: Concepts and competencies for advanced practice. (3rd ed.). Springer Publishing Company. https://doi.10.1891/9780826136749

Global Estimates of Modern Slavery: Forced Labour and Forced Marriage. (2017). Ilo.org. https://doi.org/Print: 978-92-2-130131-8,Web PDF: 978-92-2-130132-5

Moore, J. L., Kaplan, D. M., & Barron, C. E. (2017). Sex Trafficking of Minors. Pediatric Clinics of North America, 64(2), 413–421. https://doi.org/10.1016/j.pcl.2016.11.013

Trafficking in Persons Report – United States Department of State. (2021, July). United States Department of State. https://www.state.gov/trafficking-in-persons-report/

United Nations Office on Drugs and Crime. (2021). United Nations: Office on Drugs and Crime.

https://www.unodc.org/

Global report on trafficking in persons 2020. United Nations Publication, https://www.unodc.org/documents/data-and- analysis/tip/2021/GLOTiP_2020_15jan_web.pdf

World Health Organization. (2020). Sexual, reproductive, maternal, newborn, child and adolescent health policy survey 2018-2019: Report NR 503 Week 7 Global and Environmental Health

Link to article: https://www.usatoday.com/story/news/nation/2021/04/01/houston-family-sex- trafficking-operation-bar-puerto-allegre/4845328001/

NR 503 Week 7 Global and Environmental Health Instructions

Please go to a lay press newspaper, for example, The Washington Post, The New York Times, or other national publication. Locate an article that has global health implications, such as malaria, untreated strep throat or other infectious diseases in developing countries. Other topic areas may address environmental global health issues, for example, safe water, sanitation, or oral health. After you locate and read over the article respond to the following prompt:

During NRS03 the Web of Causation, Epidemiological Triangle, Population Health and inter-professional collaboration discussed, as well as other population health topics.

Respond to your chosen article in this week’s discussion board by synthesizing, integrating course concepts. Compare and contrast the article you chose to course concepts and this week’s objectives. For example, consider the World Health Organization and its SDG’s or you may choose to write about social justice theory and its relationship to your article. You may consider the WHO and SDG’s or perhaps you may choose to write about social justice and fts relationship to this article. he specific focus is up to you, just be sure to integrate, compare/contrast and think/write critically.

Your post should be a minimum of two paragraphs with 4-5 sentences per paragraph. Your initial post should include a minimum of two (2) scholarly articles which would not include your course text, which is also permitted to Reply posts should include a scholarly reference and be a minimum of one paragraph, 4-5 sentences. A scholarly tone should maintained. Include the reference to the article using APA and link if available. NR 503 Week 7 Global and Environmental Health

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions. NR 503 Week 7 Global and Environmental Health
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic. NR 503 Week 7 Global and Environmental Health
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life. NR 503 Week 7 Global and Environmental Health
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson NR 503 Week 7 Global and Environmental Health
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week. NR 503 Week 7 Global and Environmental Health
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand. NR 503 Week 7 Global and Environmental Health
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. NR 503 Week 7 Global and Environmental Health The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.