Category: Global Health

Discussion questions
How do infectious diseases spread globally, and what measures are in place to prevent and control them?
What are the key strategies for combating emerging infectious diseases and pandemics?
How does vaccination contribute to global health, and what are the challenges associated with vaccine distribution and access?

Introduction
In today’s rapidly evolving healthcare landscape, the demand for professionals with a deep understanding of health and medical sciences has never been higher. The Bachelor of Health and Medical Sciences program stands as a formidable academic foundation for those who aspire to pursue a career in healthcare. This comprehensive and interdisciplinary degree equips students with the knowledge, skills, and experiences necessary to meet the challenges of a dynamic healthcare industry. In this essay, we will explore the various aspects of the Bachelor of Health and Medical Sciences program, including its curriculum, career prospects, and the importance of this degree in the ever-changing world of healthcare.
Section 1: Understanding the Bachelor of Health and Medical Sciences
1.1 Program Overview
The Bachelor of Health and Medical Sciences program is a multidisciplinary undergraduate degree designed to provide students with a comprehensive understanding of the healthcare field. It combines elements of biology, chemistry, physiology, and healthcare management to offer a well-rounded education. This curriculum ensures that graduates are prepared to work in various healthcare settings, including hospitals, clinics, research institutions, and pharmaceutical companies.
1.2 Core Curriculum
One of the fundamental components of the Bachelor of Health and Medical Sciences program is its core curriculum. Students are exposed to a broad range of subjects, including biology, chemistry, anatomy, and physiology. These foundational courses lay the groundwork for understanding the human body and its functioning, which is essential for any career in healthcare. Students also delve into healthcare management, ethics, and policy, providing a holistic view of the industry.
1.3 Specializations and Electives
Within the program, students have the flexibility to choose specializations and electives. These allow students to tailor their education to align with their interests and career goals. Specializations may include healthcare administration, public health, medical research, or clinical laboratory sciences. This flexibility is invaluable as it enables students to find their niche within the healthcare field.
Section 2: Building Essential Skills
2.1 Critical Thinking and Problem-Solving
The Bachelor of Health and Medical Sciences program hones students’ critical thinking and problem-solving skills. In the healthcare sector, quick and accurate decision-making is crucial. Students learn to analyze complex medical situations, interpret data, and make informed judgments.
2.2 Communication Skills
Effective communication is another vital skill nurtured in this program. Graduates are equipped with the ability to convey medical information to patients and colleagues in a clear and empathetic manner. This is especially important in healthcare, where misunderstandings can have serious consequences.
2.3 Research and Data Analysis
For those inclined towards research, the program offers opportunities to develop strong research and data analysis skills. This is essential for students aspiring to work in medical research, clinical trials, or pharmaceutical companies. The ability to analyze data, conduct experiments, and draw meaningful conclusions is a significant asset in healthcare.
Section 3: Practical Experience and Internships
3.1 Hands-on Learning
A hallmark of the Bachelor of Health and Medical Sciences program is the emphasis on practical experience. Students often engage in laboratory work, clinical rotations, and internships. These experiences provide valuable exposure to real healthcare scenarios, enabling students to apply their classroom knowledge in a practical context.
3.2 Networking Opportunities
Through internships and clinical rotations, students have the opportunity to build a network of industry contacts. This can be instrumental in securing future job opportunities and gaining insights into the healthcare industry. Additionally, students can interact with healthcare professionals and gain mentorship, which can be invaluable as they progress in their careers.
Section 4: Career Prospects and Opportunities
4.1 Healthcare Administration
Graduates of the Bachelor of Health and Medical Sciences program can pursue careers in healthcare administration. They may work as hospital administrators, healthcare managers, or healthcare consultants. Their interdisciplinary knowledge equips them to effectively manage healthcare facilities, streamline processes, and make data-driven decisions.
4.2 Clinical Research
Many graduates find their calling in clinical research. They can work in clinical trials, pharmaceutical companies, or research institutions. Their strong foundation in medical sciences and research methods makes them valuable assets in advancing medical knowledge and developing new treatments.
Certainly, I can provide you with a 2000-word professional essay on the topic of a “Bachelor of Health and Medical Sciences.” This program is designed to prepare students for careers in the healthcare and medical fields, providing them with a strong foundation in the sciences and healthcare management.
Title: The Bachelor of Health and Medical Sciences: A Pathway to a Rewarding Healthcare Career
Introduction
In today’s rapidly evolving healthcare landscape, the demand for professionals with a deep understanding of health and medical sciences has never been higher. The Bachelor of Health and Medical Sciences program stands as a formidable academic foundation for those who aspire to pursue a career in healthcare. This comprehensive and interdisciplinary degree equips students with the knowledge, skills, and experiences necessary to meet the challenges of a dynamic healthcare industry. In this essay, we will explore the various aspects of the Bachelor of Health and Medical Sciences program, including its curriculum, career prospects, and the importance of this degree in the ever-changing world of healthcare.
Section 1: Understanding the Bachelor of Health and Medical Sciences
1.1 Program Overview
The Bachelor of Health and Medical Sciences program is a multidisciplinary undergraduate degree designed to provide students with a comprehensive understanding of the healthcare field. It combines elements of biology, chemistry, physiology, and healthcare management to offer a well-rounded education. This curriculum ensures that graduates are prepared to work in various healthcare settings, including hospitals, clinics, research institutions, and pharmaceutical companies.
1.2 Core Curriculum
One of the fundamental components of the Bachelor of Health and Medical Sciences program is its core curriculum. Students are exposed to a broad range of subjects, including biology, chemistry, anatomy, and physiology. These foundational courses lay the groundwork for understanding the human body and its functioning, which is essential for any career in healthcare. Students also delve into healthcare management, ethics, and policy, providing a holistic view of the industry.
1.3 Specializations and Electives
Within the program, students have the flexibility to choose specializations and electives. These allow students to tailor their education to align with their interests and career goals. Specializations may include healthcare administration, public health, medical research, or clinical laboratory sciences. This flexibility is invaluable as it enables students to find their niche within the healthcare field.
Section 2: Building Essential Skills
2.1 Critical Thinking and Problem-Solving
The Bachelor of Health and Medical Sciences program hones students’ critical thinking and problem-solving skills. In the healthcare sector, quick and accurate decision-making is crucial. Students learn to analyze complex medical situations, interpret data, and make informed judgments.
2.2 Communication Skills
Effective communication is another vital skill nurtured in this program. Graduates are equipped with the ability to convey medical information to patients and colleagues in a clear and empathetic manner. This is especially important in healthcare, where misunderstandings can have serious consequences.
2.3 Research and Data Analysis
For those inclined towards research, the program offers opportunities to develop strong research and data analysis skills. This is essential for students aspiring to work in medical research, clinical trials, or pharmaceutical companies. The ability to analyze data, conduct experiments, and draw meaningful conclusions is a significant asset in healthcare.
Section 3: Practical Experience and Internships
3.1 Hands-on Learning
A hallmark of the Bachelor of Health and Medical Sciences program is the emphasis on practical experience. Students often engage in laboratory work, clinical rotations, and internships. These experiences provide valuable exposure to real healthcare scenarios, enabling students to apply their classroom knowledge in a practical context.
3.2 Networking Opportunities
Through internships and clinical rotations, students have the opportunity to build a network of industry contacts. This can be instrumental in securing future job opportunities and gaining insights into the healthcare industry. Additionally, students can interact with healthcare professionals and gain mentorship, which can be invaluable as they progress in their careers.
Section 4: Career Prospects and Opportunities
4.1 Healthcare Administration
Graduates of the Bachelor of Health and Medical Sciences program can pursue careers in healthcare administration. They may work as hospital administrators, healthcare managers, or healthcare consultants. Their interdisciplinary knowledge equips them to effectively manage healthcare facilities, streamline processes, and make data-driven decisions.
4.2 Clinical Research
Many graduates find their calling in clinical research. They can work in clinical trials, pharmaceutical companies, or research institutions. Their strong foundation in medical sciences and research methods makes them valuable assets in advancing medical knowledge and developing new treatments.
4.3 Public Health*
The program also opens doors to careers in public health. Graduates can work for government agencies, non-profit organizations, or international health organizations. Their understanding of healthcare systems, disease prevention, and epidemiology can help shape public health policies and initiatives.
4.4 Patient Care*
For those interested in direct patient care, graduates can pursue careers as physician assistants, medical laboratory technologists, or radiologic technologists. Their knowledge of human anatomy and physiology, along with communication skills, makes them well-prepared to provide quality healthcare services.
Section 5: Adapting to a Changing Healthcare Landscape
5.1 The Role of Technology
The healthcare industry is constantly evolving, with technology playing a pivotal role. The Bachelor of Health and Medical Sciences program prepares graduates to adapt to these changes. Students are exposed to the latest healthcare technologies and are encouraged to stay updated with industry trends.
5.2 Addressing Global Health Challenges
In the wake of global health challenges such as the COVID-19 pandemic, the importance of a well-educated healthcare workforce cannot be overstated. Graduates of this program are poised to contribute to addressing such challenges, both locally and globally, through their knowledge and skills.
Conclusion
The Bachelor of Health and Medical Sciences program is a dynamic and versatile degree that empowers individuals with the knowledge and skills required to excel in the ever-evolving healthcare sector. Graduates of this program are equipped to embark on a variety of healthcare careers, from healthcare administration and clinical research to public health and direct patient care. Their multidisciplinary education, practical experience, and adaptability to change make them indispensable in addressing the complex healthcare challenges of the 21st century. As the healthcare industry continues to transform, the Bachelor of Health and Medical Sciences program stands as a solid foundation for those who aspire to make a meaningful impact on the well-being of individuals and communities worldwide.

earning Goal: I’m working on a wellness multi-part question and need the explanation and answer to help me learn.
a 10 slide PowerPoint, a simple pamphlet, and a chart.
Total: 3750 words
Requirements: 3750 | .ppt file

Both quantitative and qualitative research are useful for understanding or identifying phenomena in public health. The type of research you choose to employ is often guided by the purpose for your research, whether to confirm relationships, explore an apparent disconnect of data through a deeper investigation, or to discover the underlying motivations or perceptions of the target population. Research methods are not limited to choosing from quantitative or qualitative data. Integrating these two methods can provide a vivid and detailed understanding of the issue at hand.
In this Discussion, you will explore integrated research using an example of mixed methods. Using a peer-reviewed research article, you will consider how the authors integrated quantitative and qualitative data and whether the methods used in the study were suitable.
Review the Module Learning Resources.
Choose one of the five research articles below for the discussion.
Akwataghibe, N. N., Ogunsola, E. A., Broerse, J. E. W., Popoola, O. A., Agbo, A. I., & Dieleman, M. A. (2019). Exploring factors influencing immunization in Nigeria—A mixed methods study Frontiers in Public Health, 7 . https://doi.org/10.3389/fpubh.2019.00392
Andrade, E. L., Evans, W. D., Barrett, N., Edberg, M. C., & Cleary, S. D. (2018). Strategies to increase Latino immigrant youth engagements in health promotion using social media: Mixed-methods study JMIR Public Health and Surveillance, 4(4), 106– 118. https://doi.org/10.2196/publichealth.9332
Mailey, E. L., Mershon, C., Joyce, J., & Irwin, B. C. (2018). “Everything else comes first”: A mixed-methods analysis of barriers to health behaviors among military spouses BMC Public Health, 18(1), 1–11. https://doi.org/10.1186/s12889-018-5938-z
McDermott, E., Hughes, E., & Rawlings, V. (2018). The social determinants of lesbian, gay, bisexual and transgender youth suicidality in England: A mixed methods study Journal of Public Health, 40(3), E244–E251 . https://doi.org/10.1093/pubmed/fdx135
Nong, P., Raaj, M., Trinidad, M. G., Rowe, Z., & Platt, J. (2021). Understanding racial differences in attitudes about public health efforts during COVID-19 using an explanatory mixed methods design Social Science & Medicine, 287. https://doi.org/10.1016/j.socscimed.2021.114379
BY DAY 4 OF WEEK 9
Write a post in which you:
Describe how the authors integrated quantitative and qualitative data in the study you chose.
Evaluate the appropriateness of the methods used in the study.
Briefly summarize the quantitative and qualitative data you will use in your CHA.
Explain how the integrated methods used in the study you chose can inform and guide your CHA.
Butons Placeholder
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!

Complete the template provided and pick a topic from each category to talk about on the template
Step 1 – Choose a Vulnerable population Category
Step 2 –
Pick a specific vulnerable population
Step 3 – Choose one (1) Determinant
Step 4 – Select a Health Disparity
Step 5 – Select a location that has your selected community
for part 3 write a one page paragraph that I can say in the 90 second video
an example template is provided as well as extra resources

Part 1 Instructions –
Step 1 – Choose a Vulnerable Population Category – In Module III, you learned about
Vulnerable Population Categories (see Table 1 below). o Resources to use:
▪ Each category be found in Stanhope & Lancaster reference to help you learn more about specific vulnerable population.
▪ Appendix C (Vulnerable Population Categories with websites) – This resource can help you select one of vulnerable population that interests you.
▪ Bon Secours has already completed a CHNA and is a great place to start your search for a vulnerable population and then narrow down to your selected vulnerable population to a county, city, or locale.Bon Secours 2022 Community Health Needs Assessment – direct link: https://www.bonsecours.com/about-us/community- commitment/community-health-needs-assessment
You will need to scroll down to view Richmond.
o Example of Step 1 using Table 1 below: let’s pick “Children & Adolescents” category.
Table 1
Children & Adolescent Men
Women
LBGQT
Older Adult
Other Special Populations:

• • • •
Poverty & Homelessness
School populations
Employee populations Correctional population Populations affected by Disasters
Step 2 – Pick a Specific Vulnerable Community – Now that you selected a vulnerable category, you need to narrow this down to one specific vulnerable community. There are many
your selection.
ulnerable
communities to consider. To help you with this, review appendix A to help you get started with
Please note:
Appendix A has a list of vulnerable communities with an introductory weblink to help you
get started.
Appendix E will help you locate current Community health Needs Assessments as well
other evidence-based data to start your start your search of information about vulnerable
populations.
3
o Example of Step 2: In step 1, the Children & Adolescent Category was selected. Now we need to narrow down this category to select a specific vulnerable population. For this example, from the “Children & Adolescent” category. “Children between the ages 5 – 7years of age” was selected from Appendix A.
Step 3 – Choose one Determinant – Next, we need to think about what you want to learn more about this vulnerable community. What disparity or determinant would you select? To help you select a health disparity or social determinant, refer to Appendix B.o Example of Step 3 – so far, we have selected the “Children & Adolescent” category. Then we narrowed the vulnerable population down to “Children 5-7 years of age”. After looking at Appendix B, the determinant picked for this example is “Biological Determinant”.
Step 4 – Select a Health Disparity for your selected vulnerable population from Appendix B.Example of Step 4 – so far, we have selected the “Children & Adolescent” category. Then we narrowed the vulnerable population down to “Children 5-7 years of age”. After looking at Appendix B, the determinant picked for this example is “Biological Determinant” and the health disparity is “childhood obesity” is selected.
Step 5 – Pick a location that has your selected community There is one more step before you have your selected vulnerable population. What location do you want to know more about? Where is your vulnerable population located? Is it a school, state, region, or neighborhood?Example of Step 5 – We have selected the Children & Adolescent category. Then we narrowed the vulnerable population down to “Children 5-7 years of age”. After looking at Appendix B, the determinant picked for this example is “Biological Determinant” and “childhood obesity” was selected. The location is Richmond City Schools.
Step 6 – Select which Community Health Needs Assessment you will use to support the needs of your selected vulnerable population. (See Appendix E)
Step 7 – Document your selected vulnerable population information in the Virtual Community Health Needs Assessment Template (see Appendix D) under step 1.
Step 8 – Submit your completed Part 1 on your virtual Community Health Needs Assessment Template in blackboard under the Assignments tab.______________________________________________________________________
4
Part 2 Instructions –
Part 2 – Complete Part 2 includes completing a virtual community health needs assessment template on your selected vulnerable population (See Appendix D).
Use Fawcett article to learn more about what you need to know about your vulnerable population.
Use the website provided to start researching your selected vulnerable population.
Use other resources to learn more about your selected vulnerable population described in Part 1.
Document your findings on the provided template in part 2.
This part of the template will take time to complete so make sure you allow the time you need to complete.
Upload completed the community health needs assessment template (completed Part 1 and Part 2 sections) into the submission slot located in the Assignment > Vulnerable Population Project.______________________________________________________________________
Part 3 Instructions –Part 3 – Elevator Speech -You will advocate for your vulnerable population in a 90 second video
To prepare for your elevator speech:
o Select your one opportunity you identified from the “Community Opportunities for
Improvement” section from your virtual community assessment template (Appendix D). o Reflect on what you have learned about your vulnerable population from your community
assessment, select a problem/issue and create a solution.
o What model of care would you use to implement your solution? (Healthcare delivery, value
based, Triple AIM, etc.)
o What resources/partnerships would you need to make the solution a reality?
Record a 90 second Advocacy Video for your selected community opportunity. o Make sure you mention the following in your video:▪ State the name of your vulnerable community
▪ Important characteristics of your vulnerable community
▪ Evidence based information identifying ONE issue/concern/problem/need
▪ A specific intervention/resource to support that ONE identifiedissue/concern/problem/need that could support your community
▪ You use the recoding resource (Panopto) on blackboard under Books & Toolso Must demonstrate Professionalism by:
Greeting to introduce self
Must be dressed professionally and wearing an ID badge
Must be professional in demeanor, attitude, and presentation style
Makes eye contact & engages with the audience
Uses proper grammar/diction during presentation
Imagine this scenario: Here is the setting in which you will be presenting your 90 second elevator speech.
o You are attending the Virginia Nurses Association nursing conference at The Jefferson Hotel. You arrive at the conference site and see that your conference educational session is on the tenth floor. You go to the elevator, push the up button, and wait for the elevator to arrive. The elevator door opens, you walk in and push the 10th floor button. As the door closes, you discover the CEO of Bon Secours Mercy Health is standing in the elevator, and you are the only two people standing there. This is your chance! You have worked hard to learn about your vulnerable community, and now you have the chance to advocate for an intervention/resource to support your community in need.
▪ What would you say?
▪ Remember you only have 90 seconds to go from the first floor to the 10th floor. ▪ Good luck!
Upload your 90 second elevator speech in appropriate admission slot in blackboard as per course calendar due date and include your video with a direct link to your video and video time.
At the conclusion of this assignment, you will have completed the Module Objective Competency based objectives to apply knowledge of health promotion strategies to promote the delivery of just and equitable care that reflects cultural humility, inclusivity, consideration of social determinants of health, and advocacy.
In summary, here is what you have accomplished:
o Identified a vulnerable population and its determinants
o Provided a description of the selected vulnerable community
o Completed a community assessment documented on a virtual community assessment
template on a selected vulnerable community.
o Selected a problem/need
o Created a solution using a model of health care
o Created a 90 second advocacy video for your identified need/problem in your selected
community needs.

Medical
Tourism has become a growing industry, especially in developing
countries. Research the topic of medical tourism, and find a scholarly
or credible article for your topic. Develop a code of conduct for
medical tourism. Your code of conduct must include
Organizational values
Guidelines for acceptable behavior
Compliance with legislation
Examples of prohibited acts
Your response must be a minimum of 300 words.
Use at least one scholarly or credible source.

Hello
I would like to summarize the аttached files, Separately for each file
Which includes all the content, It is better to have clear points.
Approximately 20 slides per file
thank you.

You are not expected to write more than 3000 words in total.
Try to distribute your time and word count proportionately across all tasks.
It is recommended that you use the answer template.
Please attempt ALL tasks.
You will then need to complete a series of
tasks based on this scenario. Each task will consist of one or more questions.
Your responses to most of these tasks should wholly, or partly, draw on relevant information from the
scenario. The task will clearly state the extent to which this is required.

Using the most current draft of your Prospectus Form:
Review each component of your research design.
Populate the Research Design Alignment Table with your study details.
Using the reflection questions located below the table, analyze and revise the information to ensure that the components align, fit together, and complement one another.Is there a logical progression from the research problem to the purpose of the study?
Does the identified framework ground the investigation into the stated problem?
Do the problem, purpose, and framework in the left-hand column align with the RQ(s) (all rows)?
Does each RQ address the problem and align with the purpose of the study?
Does the information across each individual row match/align with the RQ listed for that row?
Submit the most recent version of your Prospectus Form with the completed Research Design Alignment Table in the Blackboard classroom. When you receive feedback from your instructor, be sure to keep it for Seminar 5.
The emission of industrial air pollution and its influence on respiratory illness mortality.
The supporting research reveals a strong link between industrial air pollution and respiratory illnesses. Pollutants emitted by industrial operations, such as particulate matter, nitrogen oxides, and sulfur dioxide, have been shown to impact respiratory health negatively, leading to a rise in death rates. The research also emphasizes the disproportionate burden of respiratory disorders in populations near industrial zones with greater pollution levels.
The need to identify the precise impact of industrial air pollution on respiratory disease-related mortality is the issue that my research will address. While prior research has proven a broad link between air pollution and respiratory health outcomes, there has been a lack of detailed investigations concentrating on the influence of industrial emissions on death rates. By addressing this issue, my research hopes to add to the body of knowledge and guide policy choices to minimize industrial pollution’s negative consequences.
My research examines the link between industrial air pollution and respiratory illness mortality. I want to provide evidence-based results that illustrate the scope of the issue and its public health ramifications. My work aims to promote awareness, advise preventative actions, and encourage the development of tailored treatments to minimize respiratory disease-related mortality by identifying the unique dangers associated with industrial emissions.
My study will address a gap in the literature by doing extensive research on the direct relationship between industrial air pollution and respiratory illness mortality. While previous research has examined the link between air pollution and respiratory health, few have explicitly examined industrial emissions’ role in death rates. As a result, my study attempts to fill this void by offering particular insights into the influence of industrial pollution on respiratory disease-related fatalities.
Air pollution has been thoroughly researched, and the health consequences are well documented. Mueller, Nieuwenhuijsen, and Rojas-Rueda (2020) investigated the quantitative health effect and illness burden linked with traffic-related air pollution. Their results highlight the negative impact of air pollution on human health, namely respiratory disorders. Similarly, Raguraman and Sundarabalan (2023) used statistical models to study the influence of environmental variables on air pollution-related respiratory disorders, stressing the link between air pollution and respiratory health. These studies lighten the negative consequences of air pollution on public health. Additionally, projections on the impact of integrated policy action on air pollution-related mortality highlight the critical need for effective measures to improve air quality and mitigate its negative consequences (The Economic Benefits of Air Quality Improvement in Arctic Council Countries, 2021).
My study’s research questions (RQs) are as follows:
What links industrial air pollution and respiratory illness death rates?
What role do various industrial pollutants play in respiratory disease mortality?
Is there any particular demographic or location that suffers disproportionately from industrial pollution-related respiratory illness mortality?
What are the viable treatments and policies might successfully decrease industrial air pollution-related death rates?
My investigation is supported by a paradigm that combines environmental health, epidemiology, and public health views. Using these disciplines, I want to investigate the health effects of industrial air pollution using rigorous scientific techniques, evaluate the data gathered, and make evidence-based suggestions to address the issue successfully. This paradigm will thoroughly understand the complicated links between industrial emissions, respiratory illnesses, and mortality and guide future research and policy initiatives in this area.