discuss how nursing demonstrates at least three characteristics/behaviors of a profession -provides examples from current nursing literature.

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In this assignment, the student will explore the history and characteristics of nursing professionalism. is nursing a profession? According to the textbook (Beth Perry Black. (2020). Professional Nursing: Concepts & Challenges (9th ed.). Elsevier/Saunders.) (chapters 3-5) Different criteria and behaviors characterize a profession. Examples include service/altruism, accountability, autonomy, specialized training and knowledge, research, competency, self-regulation, ethical conduct, and a professional organization. In current nursing literature, what examples can you find that demonstrate these criteria in nursing practice? present a case for the recognition of nursing as a profession.

in a 4 to 5 page APA format, the student will address the issue of nursing professionalism.

-introduction: briefly describes the history and development of nursing as a profession

-discuss how nursing demonstrates at least three characteristics/behaviors of a profession -provides examples from current nursing literature.

-describes one barrier to the recognition of nursing as a profession

-conclusion: discuss the current role nurses can play in advancing the profession of nursing

**4-5 pages in APA format (excluding title and reference page)

**includes 5 current and credible references – 3 must be peer-reviewed nursing journal articles

Reducing Hospital Readmissions

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Case Study: 

Reducing Hospital Readmissions

Caleb Powell was preparing the agenda for the upcoming executive leadership meeting and he shook his head ruefully. As chief executive officer for Virginia County Regional Hospital (VCRH), Caleb believes that a key piece of VCRH’s future success lies in reducing readmission rates, not only in the areas identified by federal guidelines, but across the board. A few weeks ago, he read a piece from the National Institutes of Health discussing strategies associated with reduction in readmission rates. He decided that he wanted to discuss the issue in detail with his leadership team.

Caleb’s goal is to align the hospital’s strategic planning with the goal of reducing readmissions. The stakes are high; under provisions of the Affordable Care Act, hospitals with higher than expected 30 day readmission rates for heart failure, heart attack and pneumonia are penalized with reduced payments. Historically, hospitals (including VCRH) have struggled to avoid the penalties, but Caleb believes that a focused approach will allow them to be successful. He also believes that reducing readmission rates will improve patient satisfaction, which has become a key metric in measuring hospital quality.

Caleb’s initial research into this issue revealed that while many facilities were incurring the Centers for Medicare and Medicaid Services (CMS) penalties, there was still significant variability in terms of hospitals implementing successful strategies for reducing their readmission rates. However, several themes have emerged. Hospitals that established partnerships with physicians, physician groups and other local hospitals have had greater success. In addition, a clear discharge planning process and nurse driven medication reconciliation have also been associated with reducing the risk of readmissions.

At the same time, Caleb is concerned that an aggressive policy to avoid readmissions could be construed as too focused on the hospital’s bottom line and indifferent to patient needs. The last thing he wants is to create a policy that prevents patients from seeking or receiving care. Caleb hopes that this meeting will begin a productive discussion around developing strategies to improve VCRH’s performance in this area.

Caleb’s email to the executive leadership team with the agenda for the meeting included the following note:

“As we research the readmission rate issue for improvement, we need to be aware that we cannot add additional days to the patient’s initial stay. It’s a balancing act. We also cannot hinder a patient from coming back into the hospital for a readmission. I’ll be asking for your input about whether we should create a system to profile health care providers whose patients have high readmission rates.”

NOTE: Case study options are given, but I chose that one for my paper, DO NOT USE ANY OTHER CASE STUDY PLEASE

Introduction

Whether you are a nurse, a public health professional, a health care administrator, or in another role in the health care field, you must base your decisions on a set of ethical principles and values. Your decisions must be fair, equitable, and defensible. Each discipline has established a professional code of ethics to guide ethical behavior. In this assessment, you will practice working through an ethical dilemma as described in a case study. Your practice will help you develop a method for formulating ethical decisions.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of health care.
    • Apply academic peer-reviewed journal articles relevant to an ethical problem or issue as evidence to support an analysis of the case.
  • Competency 3: Apply ethical principles and academic standards to the study of health care.
    • Summarize the facts in a case study and use the three components of an ethical decision-making model to analyze an ethical problem or issue and the factors that contributed to it.
    • Discuss the effectiveness of the communication approaches present in a case study.
    • Discuss the effectiveness of the approach used by a professional to deal with problems or issues involving ethical practice in a case study.
    • Apply ethical principles to a possible solution to an ethical problem or issue described in a case study.
  • Competency 4: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others, and that is consistent with expectations for health care professionals.
    • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    • Write following APA style for in-text citations, quotes, and references.

Instructions

Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum, be sure to address each point. In addition, you are encouraged to review the performance level descriptions for each criterion to see how your work will be assessed.

For this assessment, you will develop a solution to a specific ethical dilemma faced by a health care professional. In your assessment:

  1. Access the Ethical Case Studies | Transcript media piece to review the case studies you may use for this assessment.
    1. Select the case most closely related to your area of interest and use it to complete the assessment.
    2. Note: The case study may not supply all of the information you need. In such cases, you should consider a variety of possibilities and infer potential conclusions. However, please be sure to identify any assumptions or speculations you make.
  2. Identify which case study you selected and briefly summarize the facts surrounding it. Identify the problem or issue that presents an ethical dilemma or challenge and describe that dilemma or challenge.
  3. Access the Ethical Decision-Making Model | Transcript media piece and use the three components of the ethical decision-making model (moral awareness, moral judgment, and ethical behavior) to analyze the ethical issues.
  4. Analyze the factors that contributed to the problem or issue.
    1. Identify who is involved or affected by the problem or issue.
    2. Describe the factors that contributed to the problem or issue and explain how they contributed.
  5. In addition to the readings provided, use the Capella library to locate at least one academic peer-reviewed journal article relevant to the problem or issue that you can use to support your analysis of the situation.
    • Cite and apply the journal article as evidence to support your critical thinking and analysis of the case.
    • Assess the credibility of the information source.
    • Assess the relevance of the information source.
  6. Discuss the effectiveness of the communication approaches present in the case study.
    1. Describe how the health care professional communicated with others.
    2. Describe the communication and communication strategies that were applied, both in creating and in resolving the problems or issues presented.
    3. Assess instances where the professional communicated effectively or ineffectively.
  7. Discuss the effectiveness of the approach used by the professional related to any problems or issues involving ethical practice in the case.
    1. Describe the actions taken in response to the ethical dilemma or challenge presented in the case study.
    2. Summarize how well the professional managed professional responsibilities and priorities to resolve the problem or issue in the case.
    3. Discuss the key lessons this case provides for health care professionals.
  8. Apply ethical principles to a possible solution to the proposed problem or issue from the case study.
    1. Describe the proposed solution.
    2. Discuss how the approach makes this professional more effective or less effective in building relationships across disciplines within his or her organization.
    3. Discuss how likely it is the proposed solution will foster professional collaboration.
  9. Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    1. Determine the proper application of the rules of grammar and mechanics.
  10. Write using APA style for in-text citations, quotes, and references.
    1. Determine the proper application of APA formatting requirements and scholarly writing standards.
    2. Apply the principles of effective composition.
    3. Integrate information from outside sources into academic writing by appropriately quoting, paraphrasing, and summarizing, following APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Additional Requirements
  1. Length: At least 3–5 typed, double-spaced pages, not including the title page and reference page.
  2. Font and font size: Times New Roman, 12 point.
  3. APA Template: Use the APA Style Paper Template [DOCX] as the paper format and use the APA Style Paper Tutorial [DOCX] for guidance.
  4. Written communication: Use correct spelling, grammar, and punctuation.
  5. References: Integrate information from outside sources to include at least two references (the case study and an academic peer-reviewed journal article) and three in-text citations within the paper.
  6. APA format: Follow current APA guidelines for in-text citation of outside sources in the body of your paper and also on the reference page.

Assignment Content

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Assignment Content

  1. Imagine that you manage a department in a healthcare organization of your choosing. The organization recently merged with another, layoffs occurred, and departments are now being consolidated. Your department now has employees whose ages span four generations, three different cultural groups are represented, and conflict is brewing between them. The conflict is affecting performance, shift scheduling, and cooperation with other departments.

    Write a 700- to 1,050-word directive to address these conflicts. Do the following in your directive:

    • Assess the situation that your department is facing.
    • Create clear and reasonable expectations and goals to achieve cohesion, cooperation, and communication in your department.
    • Lay out a strategy to overcome these conflicts and improve workplace performance.
    • Explain how success will be measured based on your strategy and goals.
    • Consider using tables, matrices, or other visuals.
    • Evaluate what leadership traits you need to incorporate in order to lead your diverse department.
    • 2.Cite at least 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

      Format your assignment according to APA guidelines.

Analyze communicable diseases and their potential impact on public health.

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Competency

Analyze communicable diseases and their potential impact on public health.

Scenario

Your supervisor has asked each public health nurse to research a different communicable disease and prepare a communication document about the disease. These communication documents will be used to support your department in better understanding the public health issues, the potential consequences to the population, and the actions that public health nurses can take to educate and provide services for the population.As the senior public health nurse in your department, your supervisor has requested that you select your communicable disease to research first and then they will assign your coworkers their communicable disease topic.

Instructions

Part One – Select one communicable disease from the list below, and research the communicable disease:

  • Vaccination rates of children and any outbreaks
  • Rates of influenza among those over 65
  • Rising rates of new HIV rates of infection.
  • High immigrant community and concern about Ebola, Zika, or SARS
  • New cases of acute flaccid myelitisRising rates of sexually transmitted diseases
  • Salmonella outbreak
  • Rising rates of hepatitis

Part Two – Prepare a communication document that:

  • Explains the selected communicable disease’s impact or potential impact on public health.
  • Analyzes data using correct epidemiologic terminology on the communicable disease (from the surveillance sources’ websites provided below).
  • Explains the potential impact on the population if this communicable disease is not addressed, with a focus on the social impact and the emotional distress to the community.
  • Examines nursing interventions that have been proven effective in similar communities.
  • Details the action steps that can be taken by public health nurses to prevent and control the communicable disease, including education strategies.
  • Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar in the communication document.

 The purpose of this assignment is to synthesize and apply the knowledge you gained in class into a well-written research paper. For this assignment, you will conduct research and write a paper containing three parts:

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The purpose of this assignment is to synthesize and apply the knowledge you gained in class into a well-written research paper. For this assignment, you will conduct research and write a paper containing three parts:

  1. Part I: Analyze diet
  2. Part II: Evaluate how the patient’s diet affects:
    • The person’s health (anatomy)
    • The progression of the illness (pathophysiology)
    • Common medications associated with the disease
  3. Part III: Create patient SMART goals and an evidence-based plan of care (patient education)

Begin by viewing the patient profiles and assignment details in the the Worksheets, Forms, and Templates area at left. Choose one patient profile and use it to complete Parts I – III of the assignment.In addition to the assignment specifics, your paper should:

  • Be a minimum of 5 pages, not including the title and reference pages.
  • Source(s) should be integrated into the paragraphs. Use in-text citations pointing to evidence in the literature and supporting your ideas.
  • Incorporate a minimum of two peer-reviewed sources into your paper.
  • Use current APA format to style your paper and to cite your sources. Follow the list structure of the sample paper for the section on calculations. You can download a sample paper in the Worksheets, Forms, and Templates area at left.
  • Include a title page and a reference page listing the sources you used. Be sure to plan enough time for proofreading and editing.

Review the rubric for further information

Final Research Paper: Disease & Nutrition

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Page | 1

 

 

Final Research Paper: Disease & Nutrition

Signature Assignment Details

Part I The Diet

Include the following in Part I:

• Criterion 1: Determine if the person’s diet is deficient or in excess of CHO, PRO, and fat

and explain why.

• Criterion 2: Explain in detail how the person’s diet meets or does not meet the RDA for

five or more micronutrients.

Part II Disease and Nutrition

Include the following in Part II:

• Criterion 1: Explain how the person’s diet would affect the patient’s disease symptoms

and progression. Provide a minimum of three examples of how specific foods affect the

disease pathophysiology. Provide examples of foods the person should avoid, and those

he/she should consume.

• Criterion 2: Explain how food interacts with the medications this patient takes. What are

the nutrient-related side effects of the medication? What are the nutrient restrictions and

recommendations for the medications?

o Example: Iron supplements cause constipation, so people are

advised to increase fiber foods; however, if a person is taking fiber

with iron, the fiber will reduce the absorption of the iron thus

decreasing the effectiveness of the iron.

Part III Patient Education

Include the following in part III:

• Criterion 1: Calculate the following for the patient: BMI, BMR, CHO, PRO, and fat

needs and any other relevant calculations that will help you develop a nutritional plan for

your patient.

• Criterion 2: Develop an evidence-based nutritional education plan with three SMART

goals for your patient. Provide specific nursing strategies and examples for the patient,

and consider all aspects of the patient’s lifestyle.

 

 

 

 

Page | 2 Rev 02/14/17

Getting Started Tips

Some common diets in the United States:

• Paleo diet

• DASH

• Diabetic

• Hemodialysis

• Vegetarian

• Atkins

A few recommended peer-reviewed journals:

• Journal of American Medical Association

• Lancet

• Journal of American Dietetic Association

* You may not use WebMD or any Wiki sources. Check with your instructor or librarian to

confirm that your sources are credible and scholarly. Your librarians are here to help you with

your research questions!

Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient care.

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1. Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient care.

2. Describe the characteristics of a performance-driven team. Describe the difference between intrinsic and extrinsic motivation and explain why it is important in understanding the types of motivation when it comes to team performance.

The Office (2005-2013), was a mockumentary television series that featured a myriad of hilarious characters

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The Office (2005-2013), was a mockumentary television series that featured a myriad of hilarious characters.  Watch the videos below that showcase the show’s characters; Kelly Kapoor, Michael Scott, and Dwight Schrute.  For each character, select a personality disorder that could be diagnosed based on their behavior in the video.  Provide specific examples that made you make this decision.  There’s no right or wrong answer.  This is just an exercise to familiarize yourself with the behaviors of individuals with personality disorders. The DSM-5 should always be used as a tool to help others, not to weaponize or stigmatize others.  If you are unfamiliar with the show, pictures below state who Kapoor, Scott, and Schrute are in the videos.

WATCH>>>>>>   https://youtu.be/MPIco2oQbvA      https://youtu.be/4TMi9EMRyQc

use scholar nursing article, apa format

Topic :Implementation on opiod risk assessment tool from a multidisciplinary pain management approach age group 18 and older

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Topic :Implementation on opiod risk assessment tool from a multidisciplinary pain management approach age group 18 and older

 

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

· Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.

. Clearly describe the people who will be involved in and affected by a project.

. Clearly describe an overview of all aspects of a project plan.

. Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.

. Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.

. Clearly describe the outcome measures related to a project plan.

. Clearly describe the data collection procedures related to a project plan.

. Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.

. Synthesize scholarly, authoritative evidence supporting each part of the project charter.

· Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.

. Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.

. Correctly reference and cite scholarly and/or authoritative sources.

Preparation

To successfully prepare for this assessment, you will need to:

· Ensure that your project aligns with your practicum site expectations and the DNP expectations for doctoral projects.

. Consult this resource for guidance:  Acceptable vs. Unacceptable SoNHS DNP Projects [PDF] .

. Definition of Research .

· Conduct a comprehensive review of the literature to gather data that will support your identified need, intervention, and assessment “instrument(s)”:

. Focus your research on current resources available through peer-reviewed articles and professional and government websites. Current means less than five years old.

. Use these research guides for help in identifying scholarly and authoritative sources:

. Nursing Doctoral (DNP) Research Guide .

. Evidence-Based Practice in Nursing & Health Sciences .

Instructions

Note: The assessments in this course must be completed in the order presented; subsequent assessments should be built on both your earlier work and your instructor’s feedback on earlier assessments. If you choose to submit assessments prematurely, without considering and integrating your instructor’s feedback, your assessment may be returned ungraded, resulting in your loss of an assessment attempt.

This assessment has been identified as a Signature Assessment. Signature assessments serve a dual purpose: to meet the competencies in the course where the signature assessment appears and acquire skills needed to demonstrate competencies specific to the completion of the Doctoral Project Report. Learners must successfully meet the established criteria for demonstrating competence on this assessment in order to successfully complete the course (see University Policy 3.4.07 Grading). Completion of this course is a program-specific requirement. Consequently, learners must pass this course in order to remain in good academic standing (see University Policy 3.01.04 Academic Standing).

. .

For this assessment, you will populate the three parts of the  Project Charter Template [DOCX]  with detailed information. Use the  Project Charter Proposal Checklist [PDF]  to ensure all content is included. Faculty will use the checklist to provide additional feedback

· Part 1 includes these sections:

. General Project Information.

. Project Team.

. You may find the work you did in the Team Effectiveness in Health Care Settings assessment helpful to you as you complete this portion of your Project Charter.

· Stakeholders.

· Part 2 is the Project Overview and includes these components:

· Project Description/

. Write the project description in a narrative style. Avoid bullet points and incomplete sentences.

· Evidence to Support Need (background and significance).

. Be sure to provide the most relevant, data-driven evidence to support key points.

· Project Purpose/Business Case.

· SMART Objectives (Specific, Measurable, Attainable, Relevant, Time-Bound).

· Deliverables.

· Project Scope.

· Project Milestones.

· Part 3 includes these sections:

Note: You may find the work you did in your Ethics Analysis assessment helpful as you complete this section of your project charter.

· SWOT Analysis.

· Known Major Risks.

· Ethical Considerations.

· Constraints.

· External Dependencies.

· Communication Strategy:

. Consider questions like these in your communication strategy: Will you hold an in-person or video conference-kickoff meeting? How will you communicate with all involved parties (email, telephone, periodic meetings, project tools, et cetera)?

· Proposed Outcomes.

· Data Collection Plan.

Reply to classmate’s discussion ( answers to your peer of 150 words) each reply needs citation and reference. Turnitin less 15%.

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Reply to classmate’s discussion ( answers to your peer of 150 words) each reply needs citation and reference. Turnitin less 15%.

 

Classmate 1 post:

For anyone who goes and clicks on the United States Preventive Services Task Force (USPSTF) website would be easy to understand the value of this organization and its recommendations on health prevention. Approved by the Congress in 1984, this independent group integrated Primary care and Prevention expert health care providers with the task of gathering and doing an analysis of current references and literature related to preventative therapeutic and creating from them solid evidence-based arguments to elaborate recommendations for the clinicians that could be followed in a standard pattern and guarantee a better outcome for the patients and the community (AHRQ,2021).

The panel of 16 volunteers nationally recognized experts (Internal Medicine, Pediatrics, GYN/OB, Geriatrics, family medicine, Nursing, and Behavioral health) has worked together in elaborating recommendations for screenings and prevention in at least 80 medical conditions. Even when it is an independent group, it is under the supervision of the Agency for Healthcare Research and Quality (AHRQ), and the U.S. Department of Health and Human Services (Health-Reform,2021).

Since then, there have occurred a few changes to those screening recommendations whose main value is to provide the health providers with clear guidelines to work with the patients to make the best-informed decisions about their general wellness and potential physical conditions, on a preventive approach (Trinite et al., 2019).

The current recommendations are the same that were voted and approved in 2012 and include Grades given in 5 letters (A, B, C, D, I). The A category shows the highest evidence that supports the benefits that a service or screening should be offered and discussed with patients falling under its parameters. B Grade means that this service is also very recommended by the USPSTF with a moderate certainty of being beneficial. Services Graded as C show small evidence of benefits, while the evidence for D is that it has no benefit and the harms it could cause surpasses the benefits (It’s not recommended, even discouraged to be used, by the USPSTF). The I Grade completes the last category and includes those services that lack conflictive evidence to support it or to evaluate the balance between benefits and harms, and the patient should be aware of it in the conversation if the provider finds any justification to offer it to them (United States Preventive Services Taskforce, 2018).

As a result of the strong evidence that supports these recommendations, the federal Patient Protection and Affordable Care Act requires, since 2010, that the screenings highlighted under the Grades A or B, should be completely covered by the individual’s insurance. That adds more value to the group’s guidance because the patients cannot only get an early diagnosis, leading to a better outcome, but also have a very significant financial meaning to the customers (Health-Reform,2021).

References

Health-Reform (2021). Preventive Services Tracker. KFF.  https://www.kff.org/health-reform/report/preventive-services-tracker/

United States Preventive Services Taskforce. (2018). Grade Definitions Www.uspreventiveservicestaskforce.org.  https://www.uspreventiveservicestaskforce.org/uspstf/about-uspstf/methods-and-processes/grade-definitions

AHRQ. (2021) U.S. Preventive Services Task Force. Agency for Healthcare Research and Quality. Www.ahrq.gov.  https://www.ahrq.gov/cpi/about/otherwebsites/uspstf/index.html

Trinite, T., Loveland-Cherry, C., Marion, L. (2019 The U.S. Preventive Services Task Force: An Evidence-Based Prevention Resource for Nurse Practitioners | United States Preventive Services Taskforce. Www.uspreventiveservicestaskforce.org.  https://www.uspreventiveservicestaskforce.org/uspstf/about-uspstf/methods-and-processes/evidence-based-prevention-resource-nurse-practitioners

 

 

Classmate 2 post:

The U.S. Preventive Services Task Force is a self-governing, charitable organization of national specialists in evidence-based medicine and prevention that offers advice on clinical preventive services such as testing exams, psychotherapy, and preventive drugs. Congress has granted the Joint commission permission to help the USPSTF concerning science, technology, administration, and marketing. Congress authorized the founding of the U.S. Precautionary services Mission Force in 1984 (Bauchner et al., 2016). Doctors for primary care providers develop recommendations from the Task Force. The primary care and preventive medicine specialities in the Task Force are general medicine, family practice, paediatricians, mental health treatment, gynaecology, and nurses (Davidson et al., 2020). Their guidelines are meant to assist primary care professionals and clients in jointly determining if preventive therapy is appropriate for a client’s requirements. They are based on a thorough examination of the available peer-reviewed research.

The USPSTF is significant because it strives to improve people’s health across the country by offering suggestions on how to live longer and prevent infection. Based on solid research, screening should be applied along with competent mechanisms. For adults who live in the community and are more likely to fall, the USPSTF advises exercise treatments. When an individual does not show any signs of an illness, a scan test is done to look for likely health matters or illnesses (Davidson et al., 2020). The objective is early identification, lifestyle modifications, or investigation to lower the danger of infection or to identify it early to receive the best care. In particular, as you age, health checks are a crucial element of maintaining excellent health. If people followed their doctor’s advice and underwent basic, routine health tests, we may avoid many deaths. Health screenings can identify issues early when there are the best possibilities for a successful recovery.

The task force educates primary care practitioners and their patients on the advantages and disadvantages of various preventative treatments so that they can jointly decide on the optimal course of treatment for each patient. The organization supports collaborative decision-making about preventive care between people and healthcare professionals. The Task Force offers advice on illnesses and condition prevention for people of all ages (Bauchner et al., 2016). The benefit of preventive services to the health care system in the country is immeasurable. They can lower a person’s chance of contracting or discovering a disease at an earlier stage when it is easier to treat. However, specific preventative measures could not be as beneficial to patients as anticipated or, even worse, might be harmful. Therefore, clinicians must access reliable, evidence-based information regarding what contributes to the prevention and what does not.

 

References

Bauchner, H., Fontanarosa, P. B., & Golub, R. M. (2016). JAMA welcomes the U.S. Preventive Services, Task Force. JAMA, 315(4), 351.  https://doi.org/10.1001/jama.2015.18448

Davidson, K. W., Kemper, A. R., Doubeni, C. A., Tseng, C. W., Simon, M. A., Kubik, M., … & Borsky, A. (2020). Developing primary care–based recommendations for social determinants of health: methods of the U.S. Preventive Services Task Force. Annals of internal medicine, 173(6), 461-467.