Covid-19 Fact Sheet Essay

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Covid-19 Fact Sheet Essay

ir Francis Bacon said, “Knowledge is power.” This is most definitely true when it comes to diseases and how to prevent and treat them. As a nurse, you are charged with teaching patients how to prevent infectious diseases and what to do if they become infected. A powerful tool in your arsenal is the Fact Sheet. Usually comprised of one page of easy-to-read content, these leaflets can be distributed easily and can effectively inform your practice. To prepare for this Assignment: Select one disease that is either emerging or re-emerging in the world today. Research the disease using both scholarly and non-scholarly resources. Determine your audience (patients, other nurses, schools, etc.) that you would want to share the Fact Sheet with. Select pieces of information that are appropriate for your audience. By Day 7 Submit: A 1- to 2-page Fact Sheet. Indicate the audience on the Fact Sheet. Give a brief history of the disease. What are the implications of the spread of the disease? How does one detect and prevent the spread of this disease? How is this disease treated? Your Fact Sheet should be visually stimulating, appropriate for your audience, and formatted with bullet points for easy reading. Support your “facts” with references. Note: Your Fact Sheet must be supported with at least three scholarly sources of evidence in the literature. Writing Resources and Program Success Tools AWE Checklist (Level 4000) This checklist will help you self-assess your writing to see if it meets academic writing standards for this course. Covid-19 Fact Sheet Essay. Walden University. (n.d.). Walden templates: General templates: APA course paper template with advice (7th ed.). Retrieved May 31, 2019, from https://academicguides.waldenu.edu/writingcenter/templates/general For this Assignment, review the following: AWE Checklist (Level 4000) Assignment Rubric Lv, M., Luo, X., Estill, J., Liu, Y., Ren, M., Wang, J., Wang, Q., Zhao, S., Wang, X., Yang, S., Feng, X., Li, W., Liu, E., Zhang, X., Wang, L., Zhou, Q., Meng, W., Qi, X., Xun, Y., Yu, X., … On Behalf Of The Covid-Evidence And Recommendations Working Group (2020). Coronavirus disease (COVID-19): a scoping review. Euro surveillance : bulletin Europeen sur les maladies transmissibles = European communicable disease bulletin, 25(15), 2000125. https://doi.org/10.2807/1560-7917.ES.2020.25.15.2000125 Wu, Yi-Chia; Chen, Ching-Sunga; Chan, Yu-Jiuna,b,c,* The outbreak of COVID-19: An overview, Journal of the Chinese Medical Association: March 2020 – Volume 83 – Issue 3 – p 217-220 doi: 10.1097/JCMA.0000000000000270 Learning Resources Required Readings Gonsalves, G., Staley, P. (2014). Panic, paranoia, and public health—The AIDS epidemic’s lessons for Ebola. New England Journal of Medicine, 371(25), 2348– 2349. Halm, M. A., & O’Connor, N. (2014). Do system-based interventions affect catheterassociated urinary tract infection? American Journal of Critical Care, 23(6), 505-509. doi:10.4037/ajcc2014689 National Institutes of Health. (2007). Understanding emerging and re-emerging infectious diseases. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK20370/ Petlin, A., Schallom, M., Prentice, D., Sona, C., Mantia, P., McMullen, K., & Landholt, C. (2014). Chlorhexidine gluconate bathing to reduce methicillin-resistant Staphylococcus aureus acquisition. Critical Care Nurse, 34(5), 17–26. doi:10.40377/ccn2014943 Pokrywka, M., Feigel, J., Douglas, B., Grossberger, S., Hensler, A. & Weber, D. (2014). A bundle strategy including patient hand hygiene to decrease clostridium difficile infections. MedSurg Nursing, 23(3), 145-164. Smeulers, M., Lucas, C., & Vermeulen, H. (2014). Effectiveness of different nursing handover styles for ensuring continuity of information in hospitalised patients. Covid-19 Fact Sheet Essay. The Cochrane Database Of Systematic Reviews, (6), CD009979 Centers for Disease Control and Prevention. (2015). Ebola (Ebola virus disease). Retrieved from http://www.cdc.gov/vhf/ebola/hcp/index.html?s_cid=cs_4318 Centers for Disease Control and Prevention. (n.d.). Zika virus. Retrieved August 11, 2016, from http://www.cdc.gov/ Name: NURS_4005_Week1_Assignment_Rubric Description: NURS 4006 Assignment Week 1 Rubric Grid View List View Show Descriptions Provided a brief history an emerging/reemerging disease.– Excellent 23 (15.33%) – 25 (16.67%) Provided a fully developed history of an emerging/reemerging disease with insightful analysis of concepts and related issues. Proficient 20 (13.33%) – 22 (14.67%) Provided a developed history of an emerging/reemerging disease with reasonable analysis of concepts and related issues. Basic 18 (12%) – 19 (12.67%) Provided a minimally-developed history of an emerging/reemerging disease with limited analysis of concepts and related issues. Needs Improvement 0 (0%) – 17 (11.33%) Provided a under-developed history of an emerging/reemerging diseasewith little or no analysis of concepts and related issues. Described the implications of the spread of the disease and included statistical data.– Excellent 23 (15.33%) – 25 (16.67%) Provided a fully developed description of the implications of the spread of the disease and included statistical data with insightful analysis of concepts and related issues. Proficient 20 (13.33%) – 22 (14.67%) Provided a developed description of the implications of the spread of the disease and included statistical data with reasonable analysis of concepts and related issues. Basic 18 (12%) – 19 (12.67%) Provided a minimally-developed description of the implications of the spread of the disease and included statistical data with limited analysis of concepts and related issues. Needs Improvement 0 (0%) – 17 (11.33%) Provided a under-developed description of the implications of the spread of the disease and included statistical data with little or no analysis of concepts and related issues. Described how to detect the disease and how to prevent the spread of the disease.– Excellent 23 (15.33%) – 25 (16.67%) Provided a fully developed description of how to detect the disease and how to prevent the spread of the disease with insightful analysis of concepts and related issues. Proficient 20 (13.33%) – 22 (14.67%) Provided a developed description of how to detect the disease and how to prevent the spread of the disease with reasonable analysis of concepts and related issues. Basic 18 (12%) – 19 (12.67%) Provided a minimally-developed description of how to detect the disease and how to prevent the spread of the disease with limited analysis of concepts and related issues. Needs Improvement 0 (0%) – 17 (11.33%) Provided a under-developed description of how to detect the disease and how to prevent the spread of the disease with little or no analysis of concepts and related issues. Described how the disease is treated.– Excellent 23 (15.33%) – 25 (16.67%) Provided a fully developed description of how the disease is treated with insightful analysis of concepts and related issues. Proficient 20 (13.33%) – 22 (14.67%) Provided a developed description of how the disease is treated with reasonable analysis of concepts and related issues. Basic 18 (12%) – 19 (12.67%) Provided a minimally-developed description of how the disease is treated with limited analysis of concepts and related issues. Needs Improvement 0 (0%) – 17 (11.33%) Provided a under-developed description of how the disease is treated with little or no analysis of concepts and related issues. Academic Writing Expectations (AWE 3) 4000 Level \”Displays sentence and paragraph level skills: Constructs simple, complex and compound sentences; Writes without spelling, grammatical or syntax errors; Writes without sentence fragments or run on sentence; Uses punctuation appropriately; Writes appropriate introductions and conclusions. Demonstrates essay level skills: Cohesion and flow by using transition sentences; precision, clarity and academic tone; Awareness of discipline specific audience. Displays academic expression: Scholarly voice, evidence of the student’s own ideas with a well-organized presentation of evidence; Synthesizes resources by using own words; Limits use of quotes appropriately; Uses evidence from course learning resources, scholarly resources and seeks additional resources to support content as required in the assignment;Covid-19 Fact Sheet Essay.  A minimum of three references are required. \”– Excellent 23 (15.33%) – 25 (16.67%) Demonstrates fully developed sentence, paragraph, and essay level skills. Displays academic expression through fully developed use of evidence from multiple sources to support content. Meets the 4000 AWE level with no writing issues and exceeds the minimum reference requirement. Proficient 20 (13.33%) – 22 (14.67%) Demonstrates developed sentence, paragraph, and essay level skills. Displays academic expression through developed use of evidence from most sources to support content. Meets the 4000 AWE level with minimal writing issues and exceeds the minimum reference requirement. Basic 18 (12%) – 19 (12.67%) Demonstrates minimally developed sentence, paragraph, and essay level skills. Beginning to display academic expression through minimally developed use of evidence from some sources to support content. Minimally meets the 4000 AWE level with several writing issues and meets the minimum reference requirement. Needs Improvement 0 (0%) – 17 (11.33%) Demonstrates limited sentence, paragraph, and essay level skills. Does not display academic expression, has limited use of evidence with few or no sources to support the content.

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Does not meet the 4000 AWE level of writing and does not meet the mimium reference requirement. APA \”APA Formatting: cover page, title of paper on second page, level headings, Times New Roman 12 font, 1\”\” margins, and page numbers. APA References: Uses in-text citations appropriately and format correctly. Paraphrases to avoid plagiarizing the source. Reference list is in alphabetical order, hanging indent, double spaced in format. Each specific entry contains all information required by APA format including author, year of publication, title of publication, pages, DOI, website, as appropriate.\”– Excellent 23 (15.33%) – 25 (16.67%) Demonstrates fully developed APA formatting and referencing requirements with no formatting errors. Proficient 20 (13.33%) – 22 (14.67%) Demonstrates developed APA formatting and referencing requirements with minimal formatting errors. Basic 18 (12%) – 19 (12.67%) Demonstrates minimally developed APA formatting and referencing requirements with several formatting errors. Needs Improvement 0 (0%) – 17 (11.33%) Demonstrates limited APA formatting and referencing requirements with multiple formatting errors. Covid-19 Fact Sheet Essay

Fact Sheet

History of COVID 19

  • The current global pandemic, the COVID-19 outbreak, has rocked the world, creating a new world order where most countries went into lockdown, ceased going to physical work spaces, and limited human movement to avoid higher rates of infection. The disease first broke out in Wuhan, China, and was recognized in December, 2019 (Fauci et al., 2020).
  • COVID-19 is caused by corona virus, which had emerged in two previous outbreak as the severe acute respiratory syndrome (SARS) and Middle East respiratory syndrome (MERS) in 2002 and 203 respectively.
  • Meng et al. (2020) contend that the novel coronavirus, which causes the COVID 19 is a form of a viral pneumonia, which broke out in Huanan Seafood Market in Wuhan, where 66% of the traders reported infection.
  • According to Wu et al. (2020), the natural reservoir and origin of the nCoV 2019 remains unclear. However, the authors contend that the disease is zoonotic, which reveals bats as the original source of the virus that caused the human-animal transmission.
  • The bat is considered the natural reservoir for the nCoV 2019. Scientists also speculate that the natural reservoir was from an infected animal in the wet seafood market.

                                         Implications of the Spread of COVID 19                       

  • A major implication of the spread of coronavirus among humans is that it is highly infectious; whereby contact with an infected individual increases chances of infection.
  • Another implication of this disease is that sanitizing each time one is in contact with people and before interacting with people limits the spread of the virus. Touching infected surfaces such as people’s skin, being too close to them increases chances of infection. Therefore, one of the most important actions to prevent infection is to keep social distance to limit chances of infection. For instance, as people talk, microscopic drops of saliva, carrying the virus, spews on to surfaces.
  • If one is too close, they may contract the virus from these droplets once they come into contact with the fluids.
  • Frequently sanitizing and washing hands is another implication on the spread of COVID-19 because washing hands and surfaces with soap or using sanitizers kills the virus and reduces chances of infection.

Detecting the Preventing COVID 19

  • COVID 19 manifests in patients with a high fever, dry cough, fatigue, aches and pains, diarrhea, conjunctivitis, headache, loss of sense of smell and taste, rash on skin, chest pain and pressure, difficulty breathing, and loss of speech and movement.
  • It is important to note that these symptoms may not appear all at once, and some patients experience only some of them.
  • Wu et al. (2020) contend that at the onset of the illness, the symptoms are often mild, and hospital admission is up to 7 days before recovery. Shortness of breath is another common symptom among the infected.
  • Those with severe infections progress to acute respiratory distress syndrome (ARDS) which required mechanical ventilation. At this stage, the patient experiences multiple organ failure, hence, leading to death.

To prevent COVID 19 infection, people should;

  • Maintain social distance to avoid coming into contact with microscopic droplets carrying the virus.
  • Another measure is to sanitize hands and spaces frequently to eliminate any chances of transmission.
  • Recently, the corona virus vaccine was discovered, which will help people develop immunity against the virus, limiting its spread.Covid-19 Fact Sheet Essay

Treating COVID 19

  • Currently, there is no valid treatment for coronavirus disease. As such, Wu et al. (2020) contend that palliative and supportive care are critical in managing the disease and preventing the patient from degenerating into organ failure and other secondary infection.
  • The most common treatments in the management of the disease include Remdesivir which is an antiviral drug developed for SARS, convalescent therapies are also important in treating COVID, and other antiviral drugs such as lopinavir and ribavirin which were used to treat SARS.

References

Fauci, A., Lane, H., & Redfield, R. (2020). Covid-19 — Navigating the Uncharted. New England Journal Of Medicine, 382(13), 1268-1269. https://doi.org/10.1056/nejme2002387

Lv, M., Luo, X., Estill, J., Liu, Y., Ren, M., & Wang, J. et al. (2020). Coronavirus disease (COVID-19): a scoping review. Eurosurveillance, 25(15). https://doi.org/10.2807/1560-7917.es.2020.25.15.2000125

Wu, Y., Chen, C., & Chan, Y. (2020). The outbreak of COVID-19. Journal Of The Chinese Medical Association, 83(3), 217-220. https://doi.org/10.1097/jcma.0000000000000270. Covid-19 Fact Sheet Essay