March 28th, 2022 
HE007: Disease Distribution and Management
Short Answer Submission Form
Your Name: First and last
Your E-Mail Address: Your email here
Instructions
Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the rubric which will be used to evaluate your responses.
Short Answer 1
You are a healthcare administrator in a hospital and are contributing to a community health needs assessment (CHNA) for your county. Visit , and complete the following: Note: Detailed instructions for the use of this site, titled “Instructions for SMART: BRFSS City and County Data,” is available in the Assessment materials, if needed.
1. From the pull-down menu, select the criteria for the desired health risk data, select MMSA: AL- Tuscaloosa, Year: 2012, and Category: Chronic Health Indicators.
2. Click on the questions to view the prevalence of each chronic disease. For example, to view the prevalence rate of heart attacks among Tuscaloosa residents, click on “Ever told you had a heart attack (myocardial infarction)?” to discover that 3.6% of Tuscaloosa residents report ever having suffered from a heart attack.
3. After viewing the data for each of the Chronic Health Indicators, scroll down and click on Overweight and Obesity (BMI) and then Weight Classification by Body Mass Index (BMI) to view obesity rates for Tuscaloosa.
4. Now, compare the prevalence of each chronic disease in Tuscaloosa to the prevalence in Alabama.
Based on the information you analyzed, respond to the following prompts:
· Identify 10 indicators to measure public health that you would use to develop a holistic picture of the health of the community in Tuscaloosa. Describe what each indicator measures, and justify its necessity for the CHNA. You should use a mix of socio-economic, disease, and clinical indicators. (2–3 sentences for each indicator)
· Explain how three stakeholders should be involved to ensure the entire spectrum of community needs is considered. (1–2 pages)
Your Response
ANSWER 1.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 1: Analyze community health needs using public health and clinical data. | ||||
Learning Objective 1.1: Analyze indicators to measure public health. | Analysis of indicators to measure public health is missing. | Response analyzes fewer than 10 indicators to measure public health. Indicators are not appropriate to measure public health. | Response accurately and thoroughly analyzes 10 indicators to measure public health, and justifies its necessity for the CHNA. Response represents a diverse mix of socio-economic, demographic, disease, and clinical indicators. | Demonstrates the same level of achievement as “2,” plus the following: Response includes a logical rationale on why each indicator was chosen. |
Learning Objective 1.2: Explain how stakeholders should be involved to ensure that community needs are considered. | Explanation of which stakeholders should be consulted is missing. | Response vaguely explains how stakeholders should be involved to ensure that the entire spectrum of the community needs is considered or includes fewer than three stakeholders. | Response accurately and thoroughly explains how at least three logical stakeholders that should be involved to ensure that the entire spectrum of community needs is considered. | Demonstrates the same level of achievement as “2,” plus the following: Response explains how to engage the three stakeholders to get their input for the CHNA. |
Short Answer 2
Visit the “CHNA Map Gallery” () to respond to the following prompts.Note: Detailed instructions for the use of this site, titled “Instructions for CHNA Map Gallery,” are available in the Assessment materials, if needed.
Each rectangle on the screen links to a map of a different indicator, grouped into demographic measures, social and economic factors, the physical environment, health behaviors, clinical care, and health outcomes categories. Hover over the rectangle to view each indicator or view the label listed directly below the rectangle.
1. Click on a relevant map. In order to view data specific to the questions in this Assessment, type Santa Fe, NM into the box labeled “Enter a location” in the upper right-hand corner.
2. Using the box labeled Map Layers on the right side of the screen, you can view the data in different ways. For example, click Label to view the numerical value for the indicator displayed on the map.
3. Return to the Map Gallery tab to view a broad array of socio-demographic and health indicators.
Based on the information you analyzed, respond to the following prompts:
· Describe Santa Fe, New Mexico using the following five gallery categories: demographic measures, social and economic factors, the physical environment, health behaviors, and clinical care. Select at least three indicators per category. (1–2 pages)
· Using the health outcomes category, describe the prevalence of two infectious diseases and two chronic diseases in Santa Fe, New Mexico. (1 paragraph)
Your Response
ANSWER 2.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 1: Analyze community health needs using public health and clinical data. |
Learning Objective 1.3: Describe the socio-demographic characteristics of specific communities. | Description of socio-demographic characteristics is missing. | Description of socio-demographic characteristics is inaccurate or incomplete. | Response accurately and thoroughly describes the socio-demographic characteristics (i.e., demographic measures, social and economic factors, the physical environment, health behaviors, clinical care, and health outcomes) of Santa Fe. | Demonstrates the same level of achievement as “2,” plus the following: Response accurately describes additional data such as insurance status, community safety, access to a healthy lifestyle, and access to healthcare services. |
Learning Objective 1.4: Describe the prevalence of infectious and chronic diseases in a specific community. | Description of the prevalence of diseases is missing. | Response is inaccurate or describes fewer than two chronic and two infectious diseases. | Response accurately describes the prevalence of two chronic and two infectious diseases in Santa Fe. | Demonstrates the same level of achievement as “2,” plus the following: Response accurately compares and contrasts indicators based on the data provided. |
Short Answer 3
Use this link, , to obtain the Community Needs Index (CNI) of Santa Fe to the two neighboring cities of Edgewood and La Cueva. Calculate the index using Dignity Health’s Community Needs Index’s (CNI) methods.
Note: Detailed instructions for the use of these tools, titled “Instructions for CHNA Map Gallery,” are available in the Assessment Materials, if needed.
1. Click on Launch CNI. Download Google Chrome following the prompts, if needed (free).
2. Select New Mexico (Step 1), then select Santa Fe (Step 2). Then, click Draw Map. The tool will show the CNI results for Santa Fe.
3. Click on Show More Search Options. When the map appears, click on Click here to generate report to view the CNI for each Santa Fe ZIP code.
4. Repeat steps 2 and 3 for Edgewood and La Cueva CNI to compare the cities and ZIP codes.
5. Click on Click here to generate report to compare the CNI for each zip code for Santa Fe, Edgewood, and La Cueva.
Based on the information you analyzed, respond to the following:
· Compare the CNIs of Santa Fe to the two neighboring cities of Edgewood and La Cueva, and explain what this tells you about the level of need and access to resources in Santa Fe. (2 paragraphs)
Your Response
ANSWER 3.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 1: Analyze community health needs using public health and clinical data. |
Learning Objective 1.5: Compare Community Needs Indexes (CNIs) between multiple cities. | Comparison of CNI scores is missing. | Comparison of CNI scores is inaccurate or incomplete. | Response clearly explains relevant similarities and differences between three neighboring cities, including information about CNI scores and level of need. | Demonstrates the same level of achievement as “2,” plus the following: Response examines the methodology of CNI scores and makes the connection to the social determinants of health. |
Short Answer 4
Explain the relationship between the social determinants of health and the burden of disease. (1–2 paragraphs)
Your Response
ANSWER 4
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 2: Explain the relationship between the social determinants of health and the burden of disease. | ||||
Learning Objective 2.1: Explain the relationship between the social determinants of health and the burden of disease. | Explanation of the relationship between social determinants of health and the burden of disease is missing. | Explanation of the relationship between social determinants of health and the burden of disease is inaccurate or incomplete. | Response clearly explains the relationships between the social determinants of health and the burden of disease. | Demonstrates the same level of achievement as “2,” plus the following: Response effectively correlates social determinants of health to health outcomes and health equity. |
Use the data presented in The Robert Wood Johnson Foundation’s interactive tool for sexually transmitted infections (STIs) in Virginia (2014) to answer items 5 through 7. The map can be accessed via this link:
Short Answer 5
Looking at the map, describe the geographic distribution of chlamydia in Virginia. Which county in Virginia has the highest rates and which has the lowest? Hint: click on the Data tab under the heading “Sexually Transmitted Infections” to view data by county. (1 paragraph)
Your Response
ANSWER 5.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. | ||||
Learning Objective 3.1: Use data to make comparisons about disease distribution. | Description of disease distribution is missing. | Description of disease distribution is either inaccurate or incomplete. | Response appropriately uses data to describe disease distribution, including information about highest and lowest rates. | Demonstrates the same level of achievement as “2,” plus the following: Response uses data to compare chlamydia rates with three additional counties. |
Short Answer 6
Examine the trend data for Fairfax County. What does it tell you about changes over time in the county’s chlamydia rates? How have chlamydia rates changed over time in the state of Virginia as a whole? (1 paragraph)
Your Response
ANSWER 6.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. |
Learning Objective 3.2: Interpret data to make inferences about changes in disease distribution. | Analysis of data about changes in disease distribution is missing. | Response describes data but makes inaccurate or incomplete inferences about changes in disease distribution. | Response appropriately analyzes data to make accurate inferences about changes in disease distribution. | Demonstrates the same level of achievement as “2,” plus the following: Response accurately analyzes chlamydia risk factors and health behaviors. |
Learning Objective 3.3: Compare disease distribution at the local and state level. | Comparison of disease distribution at the local and state level is missing. | Comparison of disease distribution at the local and state level is inaccurate or incomplete. | Response compares general disease distribution trends at the local and state level. | Demonstrates the same level of achievement as “2,” plus the following: Response includes an accurate analysis and comparison of the changes in STI rates over time utilizing statistical data at the local, state, and national level. |
Short Answer 7
Based on the morbidity rates and associated coloring on the map of Virginia, where would you deploy a mobile unit for STI screenings? Explain why and the significance of the color gradient. (1–2 paragraphs)Hint: click on Map tab under the heading “Sexually Transmitted Infections” to return to the original map, or click on the following link: .
Your Response
ANSWER 7.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. |
Learning Objective 3.4: Use data to make recommendations to improve health outcomes. | Recommendations regarding the deployment of mobile units for STI screenings are missing. | Recommendations regarding the deployment of mobile units for STI screenings are incomplete or not supported by references to the data. | Response makes clear recommendations regarding the deployment of mobile units for STI screenings. | Demonstrates the same level of achievement as “2,” plus the following: Response uses data to thoroughly and accurately justify the recommendation. |
Use the CDC map of “Diagnosed Diabetes Percentage, 2011” to answer the items 8 through 10:
Note: Detailed instructions for the use of these tools, titled “Instructions for CDC Diabetes Site,” are available in the Assessment Materials, if needed.
· Move cursor to 2011.
· Click on Select State button State Name California.
· Move cursor to 2010 to respond to questions.
· Return to the U.S. map view by clicking Select State Remove Filter.
· Move the cursor to each year referenced in the question prompt.
Short Answer 8
Describe the geographic distribution of diabetes in the United States in 2011. Then, select the state of California for the year 2010. Describe the distribution of diabetes in California. (1 paragraph)
Your Response
ANSWER 8
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. | ||||
Learning Objective 3.5: Use data to describe disease distribution. | Description of disease distribution is missing. | Description of disease distribution is inaccurate or incomplete. | Response appropriately describes the geographic disease distribution using visual and directional geographic references with no statistics present. | Demonstrates the same level of achievement as “2,” plus the following: Response includes specific statistics to support Descriptions provided. |
Short Answer 9
Examine the national maps of diabetes from 2004 through 2010. Describe the changes in diabetes prevalence/incidence over time in the United States. (1–2 paragraphs)
Your Response
ANSWER 9.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. | ||||
Learning Objective 3.6: Analyze data to make inferences about changes in disease distribution. | Analysis of changes in disease distribution is missing. | Response makes inaccurate or incomplete inferences about prevalence/incidence of diabetes over time. | Response appropriately describes prevalence/incidence of diabetes over time. | Demonstrates the same level of achievement as “2,” plus the following: Response accurately identifies statistics for each year and any significant or unexpected changes in the data. |
Short Answer 10
How do the rates of diabetes in California compare to the nation as a whole? (2–3 sentences)
Your Response
ANSWER 10.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 3: Analyze data related to disease distribution. | ||||
Learning Objective 3.7: Use data to compare disease distribution at the local, state, and/or national level. | Usage of data to compare disease distribution at various levels is missing. | Usage of data to compare disease distribution at various levels is inaccurate or incomplete. | Response appropriately uses data to compare disease distribution at the state and national level. | Demonstrates the same level of achievement as “2,” plus the following: Response uses data to compare disease distribution by sex. |
Use the “BRFSS Prevalence and Trends Data by State” () to answer the items 11 through 13.
Note: Detailed instructions for the use of this web tool, titled “Instructions for BRFSS Prevalence and Trends Data by State” are available in the Assessment Materials, if needed.
Short Answer 11
What were the five most prevalent chronic diseases among the population of Alabama in 2012 based on the chronic health indicators listed?
Your Response
ANSWER 11.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 4: Analyze leading causes of death and disease in the United States. | ||||
Learning Objective 4.1: Identify top chronic diseases in specific populations. | Identification of top chronic diseases is missing. | Identification of top chronic diseases is inaccurate or incomplete. | Response accurately identifies the five most prevalent chronic diseases among the population in Alabama in 2012. | Demonstrates the same level of achievement as “2,” plus the following: Response includes a description of prevalence rates for the five most prevalent chronic conditions. |
Short Answer 12
How do the rates for the five most prevalent chronic diseases among the population of Alabama in 2012 compare to the five most prevalent chronic diseases in Illinois in the same time period? (1–2 paragraphs)
Your Response
ANSWER 12.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 4: Analyze leading causes of death and disease in the United States. | ||||
Learning Objective 4.2: Compare leading chronic diseases between the states. | Comparison of chronic diseases between the states is missing. | Comparison of chronic diseases between the states is incomplete or inaccurate. | Response describes chronic-disease prevalence for the leading five diseases in Illinois and Alabama. | Demonstrates the same level of achievement as “2,” plus the following: Response uses statistics to accurately analyze chronic disease prevalence in Alabama compared to Illinois. |
Short Answer 13
Create a table comparing five chronic-disease indicators of your choice for 2012 in Alabama, Illinois, California, Florida, and Hawaii. (1/2 page)Note: You may not use diabetes (non-pregnancy related) or obesity indicators in response to this question.
Your Response
ANSWER 13.
Rubric
0 Not Present | 1 Needs Improvement | 2 Meets Expectations | 3 Exceeds Expectations | |
Sub-Competency 4: Analyze leading causes of death and disease in the United States. |
Learning Objective 4.3: Organize data using a table to compare leading chronic diseases between states. | Table or comparison is missing. | Table is incomplete or inaccurate. | Table accurately displays data comparing five chronic-disease indicators for 2012 in Alabama, Illinois, California, Florida, and Hawaii. | Demonstrates the same level of achievement as “2,” plus the following: Table includes a brief narrative that draws relevant conclusions regarding the disease burden as a whole among the five states. |
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