Infections caused by multiresistant Gram-negatives strains
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Infections caused by multiresistant Gram-negatives strains
PEER REPLY
1- ALBERTO ALFONSO
Antibiotic use is a well known risk factor for infection or colonization with resistant pathogens that has been studied and researched in recent times. Health practitioners and nurses know that unnecessary antibiotic prescribing remains common. In my practice, I have recognized that more than a third of children are prescribed antibiotic prescriptions for upper respiratory tract infections or bronchitis, conditions that are almost always viral, and this is concerning.
Nurses and nursing organizations are working together to improve policies to encourage the judicious use of antibiotics in humans (Grant, 2016). Patients’ expectations for antibiotics affect doctors’ prescribing behavior. A long time of prescribing or taking antibiotics for viral respiratory infections have created a cycle of supply and demand, reinforcing behaviors that are detrimental in an era of increasing antibiotic resistance.
A significant approach is needed to increase the public’s understanding of antibiotic resistance and to change expectations about use of antibiotics. The key elements should include a public relations campaign, clinic based education, and community outreach activities, and is here were all health care providers including nurse practitioners play a significant and major important role (Palmer & Kishony, 2014). Nurse practitioners, other health care providers, and policy makers play an important role identifying the correlation between global disease surveillance and domestic disease surveillance.
Conducting public relations campaign with paid advertising is an effective but expensive strategy to change health related behavior. Educational interventions for patients and parents at outpatient clinics must be an important component of a public education campaign.
Interventions must be supported by national and local policies that promote judicious antibiotic use. National goals should be developed to reduce unnecessary use, and progress toward those goals should be monitored.
Antibiotic overuse may be an unintended consequence of quality assurance tools, such as surveys of patients’ satisfaction or profiling rates of follow up visits. Support is also needed to encourage appropriate diagnostic testing, even if this represents a short term direct cost. Sponsorship of continuing education and requirements for professional licensure are other potential policy options (Santos & Henderson, 2017).
References
Grant, O. (2016). Dramatic increase of antibiotic drug use and bacterial resistance. Critical Care Nursing Journal; 14 doi: 10.1186/cc9062.
Palmer A.C., Kishony R. (2014). Understanding, predicting and manipulating the genotypic evolution of antibiotic resistance. National Review of Genetics; 14:243–248. doi: 10.1038/nrg3351.
Santos, W. & Henderson, N. (2017). Infections caused by multiresistant Gram-negatives strains. New Microbiology Journal; 30:332–339.
2- ROSQUETE
Nurse organizations, nursing staff, and health policy influencers are critical players in helping implement strategies to promote the judicious and appropriate use of antibiotics. Policies are created to protect public health and ensure the use of medications, such as antibiotics are developed safely and the resistance to these drugs are evaluated to reduce the number of infections in humans (Randall & Sanders, 2017). An effort by a nurse organization, the American Nursing Association, entailsla symposium held at in 2015 at Florida International University to provide an opportunity for discussion about the use and overuse of antibiotics. Through this conversation, a policy was setlin the table to discuss an initiative for the judicious use of medically important antimicrobials in medicated feed or drinking water of food-producing animals (Randall & Sanders, 2017).
Domestic surveillance details a collection of national data through CDC’s National Vital Statistics System to evaluate, analyze, and disseminate statistics on births, deaths, marriages and fetal deaths. Through this tracking, the public learns about serious public health conditions such as HIV, tuberculosis (TB), influenza, and other illnesses; about hospital infections; and about sicknesses you can get from dirty or contaminated food and water (Steli, 2015).
The Global Disease Detection program monitors the health activities of countries and it detect, report and respond to health threats. The correlation between reports is interconnected to allow countries to be aware of outbreakslor diseases that could potentially harm the population (Steli, 2015). The FNP plays a critical role in surveillancelefforts because thelFNP is able to identify, report, and follow up at the local level with populations one-on-one.
References
Randall, Y. & Sanders, H. (2017). Resistance to antibiotics. Journal of Nursing Administration, 26 (14): 132-138.
Steli, A., (2015). Measuring data and surveillance monitoring. Journal of Nursing, 16: 78-91.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!