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Public Health Prevention Assignment – Part 2- Completed Worksheet (Required)
Public Health Prevention Assignment Part 2
(8 week course- Outline = 25 points; Steps 2-5 =50 points for a total of 75 points for the assignment )
1) You have submitted the Public Health Prevention Assignment Part 1- Step 1 worksheet in week 3.
2) Once you receive your grade on your Part 1- Step 1 worksheet-check to see if there were comments in your paper and if you need to make any changes or adjustments. If you have questions contact me ASAP
NOTE: You need to submit a completed assignment (Steps 1-5) in the submission link. This can be part 1 worksheet and part 2 worksheet as two separate files or you can combine them into one file if you would like. Make sure to make any recommended changes to Step 1 on your completed submission.
3) Check the grading rubric for Part 2: Rubric for part 2
4) Check out the example worksheet for Steps 2-5
5) Complete Steps 2, 3, 4 and 5 using this worksheet and submit completed assignment by the last day of the class 11:59 pm. (Submission link is in Week 8 Module)
I will not accept any work past the last day of the course- (Friday) 11:59 pm
Rubric
Public Health Prevention Assignment- Part 2
Public Health Prevention Assignment- Part 2
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFormat of worksheet (part 2)
5 pts
Exemplary
Used the correct format for the submitted worksheet and had little or no grammar, spelling or formatting issues. Submitted the Part 1 worksheet with any necessary changes made.
3.5 pts
Developing
Used the correct format for the submitted worksheet, but had errors with grammar, spelling, or formatting (including citations). Submitted the Part 1 worksheet, but did not make recommended changes.
2 pts
Beginning
Did not use the provided format for the submitted worksheet
5 pts
This criterion is linked to a Learning OutcomeStep 2 Identify Risk and Protective Factors
10 pts
Exemplary
Listed at least 1 risk factor and at least 1 protective factor for the problem. Each listed risk or protective factor had 1 properly cited source.
7 pts
Developing
Listed at least 1 risk factor and at least 1 protective factor, but may be missing 1 cited source.
4 pts
Beginning
Did not list both risk factors and protective factors for the problem OR is missing multiple cited sources OR citations are not properly cited (when checked do not correlate with factors)
10 pts
This criterion is linked to a Learning OutcomeStep 3 Existing effective strategies
10 pts
Exemplary
Answered all of the given questions with detail or thoroughness. Properly cited sources given to each answer.
7 pts
Developing
Answered all of the given questions, but lacked detail or thoroughness OR cited source may be missing.
4 pts
Beginning
Did not answer all of the given questions OR citations are not properly cited (when checked do not correlate with factors)
10 pts
This criterion is linked to a Learning OutcomeStep 3 Specific interventions/strategies that will be used
10 pts
Exemplary
Answered all of the given questions with detail or thoroughness. Properly cited sources given to each answer.
7 pts
Developing
Answered all of the given questions, but lacked detail or thoroughness OR cited source may be missing.
4 pts
Beginning
Did not answer all of the given questions OR citations are not properly cited (when checked do not correlate with factors)
10 pts
This criterion is linked to a Learning OutcomeStep 4 & 5 Implement interventions and monitor for assurance
15 pts
Exemplary
Answered all of the given questions with detail or thoroughness. Properly cited sources given to each answer if needed.
10.5 pts
Developing
Answered all of the given questions, but lacked detail or thoroughness OR cited source may be missing.
7.5 pts
Beginning
Did not answer all of the given questions OR citations are not properly cited (when checked do not correlate with factors)
15 pts
This criterion is linked to a Learning OutcomeHED 201 SLO 01Differentiate between the basic epidemiological methods used to determine sources and causation of disease.
threshold: 3.0 pts
4 ptsExceeds Mastery
3 ptsMastery
2 ptsNear Mastery
1 ptsBelow Mastery
0 ptsNo Evidence
—
Total Points: 50
Unformatted Attachment Preview
Public Health Prevention Assignment- EXAMPLE in bold
Worksheet (use this as a format for your outline/worksheet )
Step 1: Define the Problem
1)
State your Public health issue/Concern:
Concussions/ Traumatic Brain Injury in HS Football players
2)
Answers from STEP 1:
How many people are affected by the identified problem?
Thousands of High School football players. It is estimated that 10% of all HS
football players will get a concussion playing football (Harvey, 2012)
Who is experiencing the problem?
HS student-athletes playing American football (Maas, 2017)
When and where is the problem occurring?
Concussions/TBI are occurring during competition and practice with the majority
of incidents happening during competitions. (Seidman, 2015). This problem is
focused in the US over the last 15 years
3)
Resources: Include 3-5 resources (required) for step 1 -NO Wikipedia or simple Google
searched info. You must use correct citations.
•
Harvey, Hosea H. “Reducing Traumatic Brain Injuries in Youth Sports: Youth Sports Traumatic
Brain Injury State Laws, January 2009-December 2012.” American Journal of Public Health (1971),
vol. 103, no. 7, American Public Health Association, Inc, July 2013, pp. 1249–54,
doi:10.2105/AJPH.2012.301107.
•
Maas, Andrew I. R., et al. “Traumatic Brain Injury: Integrated Approaches to Improve
Prevention, Clinical Care, and Research.” The Lancet Neurology, vol. 16, no. 12, Elsevier Ltd,
Dec. 2017, pp. 987–1048, doi:10.1016/S1474-4422(17)30371-X.Kids Count Data Center http://datacenter. kidscount.org/?gclid=CMHYqI_7oqMCFcpd 2godz3wZ4Q
•
Seidman, Daniel H., et al. “Evaluation of the King–Devick Test as a Concussion Screening Tool
in High School Football Players.” Journal of the Neurological Sciences, vol. 356, no. 1, Elsevier
B.V, 2015, pp. 97–101, doi:10.1016/j.jns.2015.06.021.
•
“Concussion.(computerized Helmet for American Football).” Nature, vol. 449, no. 7163,
Nature Publishing Group, Oct. 2007, p. 645–.
•
Patent Issued for Magnetic Football Helmet to Reduce Concussion Injuries (USPTO
9687037). NewsRX LLC, 2017, p. 5108–.
(optional) Additional Background questions (things you would like to know to really investigate this
issue):
Does helmet design matter in reducing cases of TBI or concussions?
Can you use data from other interventions- i.e. bike helmets in reducing
concussions/TBI’s?
Do other factors contribute to concussions – i.e. mechanics of tackling?
4)
Written summary of initial findings (from answering the above questions)
HS football athletes have the highest rates of concussion than any other High
School sport – 47% of all reported sports concussions occur during a high school
football – (Harvey, 2012). It’s estimated that 10% of all HS football players will get a
concussion during their time playing football. (Seidman, 2015). More concussions
happen during competition/games than in practice -64% vs 33% (Maas, 2017).
Also, there is various information regarding tackling mechanics, types of helmets
and the proper fitting of helmets, as well as student-athletes going back to the
sport too soon after a concussion that can lead to concussion or further injurytraumatic brain injury.
Complete the above portion and Submit this for your outline of assignment
Part 2 of the Public Health Prevention Assignment
Step 2 : Identify Risk and Protective Factors
5)
6)
Answer the following questions using the PICO worksheet to help guide you in finding data
and research to your PH issue.
Resources: Include 3-5 resources (required) for steps 2-5 – NO Wikipedia or simple
Google searched info. You must use correct citations. You can use the same resources as
in Step 1. If new, add in chart.
What are the risk factors for the
problem? (State your Problem here)
concussion/traumatic brain injury in HS
football players
Playing HS football
Not using proper mechanics when
hitting/tackling
Going back to the sport too soon
What are the protective factors for the
problem?
Helmet fit
Correct tackling mechanics
Resources
(identify at least one source for each
answer)
Harvey, 2012
Jadischke, Ron, et al. “On the
Accuracy of the Head Impact Telemetry
(HIT) System Used in Football
Helmets.” Journal of Biomechanics,
vol. 46, no. 13, Elsevier Ltd, 2013, pp.
2310–15.
Smith, David W., et al. “Altitude
Modulates Concussion Incidence:
Implications for Optimizing Brain
Compliance to Prevent Brain Injury in
Athletes.” Orthopaedic Journal of
Sports Medicine, vol. 1, no. 6, SAGE
Publications, Nov. 2013,.
Resources
(identify at least one source for each
answer)
(Smith, 2013)
(Jadischke, 2013)
Step 3 Develop and Test Prevention Strategies (you do not need to invent new strategies- you may
have uncovered existing interventions that help prevent your PH concern- list what you have found
7) Answer the following questions
Are there existing, effective strategies
based on best available evidence?
If none exist, what resources do I need to
develop a new strategy based on what
was learned in steps one and two?
Resources
Yes- education seems to play a huge role in
lowering the number of concussions among
HS football players.
Yes- proper fitting helmets play a smaller
role than education, but is still significant
Jadischke, 2013)
Rules/regulations are in place regarding
tackling as well as concussion protocol that
can reduce concussions or reoccurring
ones.
List specific interventions and strategies
that you believe (based on your collected
data) will be effective in reducing or
preventing (concussions/TBI in HS
football players)
Create/enforce rules that dictate how
players should tackle (HIT method)
Create/enforce rules for concussion
protocol
(identify at least one resource for each
answer)
(Smith, 2013)
Hrabec, Stephen. “Model High
School Concussion Protocol.”
The Physical Educator, vol. 74,
no. 72.5, Sagamore Publishing
LLC, 2017, pp. 23–33,
Resources
(identify at least one source for each
answer)
(Smith, 2013)
(Hrabec, 2017)
Step 4 and 5: Implement interventions to improve the health of the population & Monitor the
interventions to assess their effectiveness.
8) Answer these questions:
Who would benefit from this strategy (parents, educators, policy makers, etc.)?
Student-Athletes; Parents; Educators; Athletic trainers; School districts; Insurance
companies.
How do I get this strategy to the people who need it?
Contact local HS Athletic Directors- give them the data and connect them to resources.
Where can I find assistance and support for implementing an effective strategy and on-going
monitoring and evaluation of the strategy? (HINT: look for associations or .org groups)
Local: CIF San Diego section
State: https://highschoolfootballamerica.com/hs-football-coaches-associations/
Federal: Heads up to Brain Injury Awareness- https://www.cdc.gov/headsup/index.html
Websites: https://www.nsc.org/home-safety/safety-topics/child-safety/concussions National safety control.
How can PH officials monitor and assure that interventions are being used and are working? (list
or paragraph format is okay here).
• Enforce regulations through association restrictions: High School would be put on
probation by conference if they violated protocol for concussions or failed to
train/educate coaches on the correct method for hitting.
• Check the data of concussions with local PH agencies- or HHS – such as youth risk
behavior surveys. Set out to conduct a survey to see if there are fewer concussions
in your local or state area.
Submit your completed worksheet by last day of the course 11:59 pm
Public Health Prevention Assignment- Worksheet (use this as a format for your
outline/worksheet)
Part 2 of the Public Health Prevention Assignment
Step 2 : Identify Risk and Protective Factors
5)
6)
Answer the following questions using the PICO worksheet to help guide you in finding data
and research to your PH issue.
Resources: Include 3-5 resources (required) for steps 2-5 – NO Wikipedia or simple
Google searched info. You must use correct citations. You can use the same resources as
in Step 1. If new add in chart.
What are the risk factors for the problem?
Resources
(identify at least one source for each
answer)
What are the protective factors for the
problem? (Do not list health problems
resulting from the issue)
Resources
(identify at least one source for each
answer)
Step 3 Develop and Test Prevention Strategies (you do not need to invent new strategies- you may
have uncovered existing interventions that help prevent your PH concern- list what you have found
7) Answer the following questions
Are there existing, effective strategies based
on best available evidence?
If none exist, what resources do I need to
develop a new strategy based on what was
learned in steps one and two?
Resources
(identify at least one resource for each
answer)
List specific interventions and strategies
that you believe (based on your collected
data) will be effective in reducing or
preventing: (type in topic here)
Resources
(identify at least one source for each
answer)
Step 4 and 5: Implement interventions to improve the health of the population & Monitor the
interventions to assess their effectiveness.
8) Answer these questions:
Who would benefit from this strategy (parents, educators, policy makers, etc.)?
How do I get this strategy to the people who need it?
Where can I find assistance and support for implementing an effective strategy and on-going
monitoring and evaluation of the strategy? (HINT: look for associations or .org groups)
Local:
State:
Federal:
Websites:
How can PH officials monitor and assure that interventions are being used and are working?
Submit your completed worksheet by last day of the course 11:59 pm
Excellent Student
July 30, 2020
HED-201
Professor Campbell
Public Health Problem Solving Assignment Worksheet
Step 1: Define the Problem
1)
State your Public health issue/Concern:
Lead Poisoning in American Children
2)
Answers from STEP 1:
How many people are affected by the identified problem?
As of 2012, 3.6 million homes in America with at least one child have been identified to have high
levels of lead. 500,000 children of less than or equal to six years of age tested positive for blood
lead levels of at least five micrograms per deciliter of blood (Hauptman, Bruccoleri, & Woolf,
2017).
Who is experiencing the problem?
Young children six years old and younger are experiencing lead poisoning. (Childhood Lead
Poisoning Prevention, 2019).
When and where is the problem occurring?
Lead poisoning in children often occurs when they are within their homes while their bodies and
toys are exposed to paint or dust that contain lead (National Center for Environmental Health,
2019). Lead exposure is a current problem in the United States and has been on the Center of
Disease Control and Prevention’s agenda since 1988 with the passing of the Lead Contamination
Control Act of 1988 (Childhood Lead Poisoning Prevention, 2019).
3)
Resources: Include 3-5 resources (required) for step 1 -NO Wikipedia or simple Google searched info.
You must use correct citations. (APA format is used)
•
•
•
•
•
American Academy of Pediatrics. (2017). Lead exposure: Steps to protect your family. Retrieved
July 11, 2020 from https://www.healthychildren.org/English/safety-prevention/allaround/Pages/Lead-Screening-for-Children.aspx.
Childhood Lead Poisoning Prevention. (2019). CDC childhood lead poisoning prevention
program. Retrieved July 11, 2020 from https://www.cdc.gov/nceh/lead/about/program.htm.
Hauptman, M., Bruccoleri, R., & Woolf, A. D. (2017). An update on childhood lead poisoning.
Clinical pediatric emergency medicine, 18(3), 181–192. https://doi.org/10.1016/j.cpem.2017.07.010
National Center for Environmental Health. (2019). Prevent children’s exposure to lead. Retrieved
July 11, 2020 from https://www.cdc.gov/nceh/features/leadpoisoning/index.html
World Health Organization. (2019). Lead poisoning and health. Retrieved July 11, 2020 from
https://www.who.int/news-room/fact-sheets/detail/lead-poisoning-and-health
Additional Background questions (things you would like to know to really investigate this issue):
• Is there a way to avoid the inclusion of lead in paint and other products?
• Why is lead used in paint and other products?
• What treatments exist or what treatments are in the process of being produced that will help
decrease the impact of lead poisoning in the brain development of children?
4)
Written summary of initial findings (from answering Step 1 who/when/where questions)
Since 1988, lead poisoning has been a major public health issue in America which led to the
establishment of the CDC’s Childhood Lead Poisoning Prevention Program (Childhood Lead
Poisoning Prevention, 2019). Lead can be found in the paint of toys and household items, tap
water, water pipes, and make up products (National Center for Environmental Health, 2019). A
blood level of five micrograms per deciliter or greater is considered high; such levels are
monitored by the CDC. High blood levels of lead can lead to learning disabilities, behavioral
disabilities, and decreased ability in retaining knowledge in young children (World Health
Organization, 2019). To decrease the amount of lead exposure, it is important for families to start
in their homes. Regularly cleaning household items, floors, and toys are very important. Parents
should use filtered water for drinking and cooking and should make sure that their kids know
how to wash their hands. If families live in an old home or plan to build a home, it is important to
test homes and paint for lead levels (American Academy of Pediatrics, 2017). For questions and
concerns, families can contact their city’s lead hotlines or ask their family doctors.
Step 2: Identify Risk and Protective Factors
5)
6)
Answer the following questions using the PICO worksheet to help guide you in finding data and
research to your PH issue.
Resources: Include 3-5 resources (required) for steps 2-5 — NO Wikipedia or simple Google
searched info. You must use correct citations. You can use the same resources as in Step 1. If new
add in chart.
What are the risk factors for the
problem?
Lead Poisoning in American Children
Resources
(identify at least one source for each answer)
Low Body Mass
Index/Malnourishment
Mitra, A. K., Ahua, E., & Saha, P. K. (2012). Prevalence of
and risk factors for lead poisoning in young children in
Bangladesh. Journal of health, population, and nutrition,
30(4), 404–409. https://doi.org/10.3329/jhpn.v30i4.13292
Homes built before 1978 with lead base Center for Disease Control and Prevention. (2019). Lead in
painted walls and windowsills
consumer products. Retrieved on July 29, 2020 from
https://www.cdc.gov/nceh/lead/prevention/sources/paint.htm
Homes with pipes made with brass or
lead before 1986
Center for Disease Control and Prevention. (2020). Lead in
drinking water. Retrieved on July 29, 2020 from
https://www.cdc.gov/nceh/lead/prevention/sources/water.htm
What are the protective factors for the
problem? Lead Poisoning in American
Children
Resources
(identify at least one source for each answer)
Lead paint inspection and risk
assessment
Safe Drinking Water Act with
regulations on the maximum amount
of lead from water that flows through
pipes.
(Center for Disease Control and Prevention, 2019)
United States Environmental Protection Agency. (2020).
Basic information about lead in drinking water. Retrieved on
July 29, 2020 from https://www.epa.gov/ground-water-anddrinking-water/basic-information-about-lead-drinking-water.
Calcium and iron requirements for
young children
(Mitra, Ahua, & Saha, 2012)
Step 3: Develop and Test Prevention Strategies
7) Answer the following questions
Are there existing, effective strategies based on best
available evidence?
If none exist, what resources do I need to develop a
new strategy based on what was learned in steps one
and two?
Resources
(identify at least one resource for each
answer)
Lead Poisoning in American Children
Yes— there are qualified professionals to remove lead
paint and USEPA certified contractors to hire when
renovating.
Yes— “Point-of-use” Filtration systems are available
for purchase to filter out lead and other chemicals in
tap water.
(CDC, 2019)
Yes— since dust can collect on floors and windowsills,
it is important for families to wet-mop floors and
clean windowsills since children play on the floor.
(CDC, 2019)
(CDC, 2020)
List specific interventions and strategies that you
believe (based on your collected data) will be
effective in reducing or preventing:
Lead Poisoning in American Children
Resources
(identify at least one source for each answer)
The U.S Environmental Protection Agency
plans to tighten the restrictions for lead in dust
on floors and windowsills after lead removal in
homes built before 1978 or childcare facilities.
United States Environmental Protection Agency.
(2020). EPA Proposals strengthens regulations and
protects children from exposure to lead–contaminated dust. Retrieved on June 7, 2020 from
https://www.epa.gov/newsreleases/epa-proposalstrengthens-regulations-and-protects-childrenexposure-lead-contaminated.
(United States Environmental Protection Agency,
2020)
Get child tested for blood lead levels by
pediatric doctor to determine the child’s risk
for lead poisoning before unpreventable
consequences of high lead levels.
Step 4 & 5: Implement interventions to improve the health of the population & Monitor
the interventions to assess their effectiveness.
8) Answer these questions:
Who would benefit from this strategy (parents, educators, policy makers, etc.)?
Parents of young children and young children themselves will benefit from these strategies.
How do I get this strategy to the people who need it?
Personal phone calls or home visits to families with children can be made for parents to be educated
about the dangers of lead poisoning and how to prevent it.
Where can I find assistance and support for implementing an effective strategy and on-going monitoring and
evaluation of the strategy? (HINT: look for associations or .org groups)
Local: San Diego Health & Human Services Agency
Childhood Lead Poisoning Prevention Program
County of San Diego
1600 Pacific Highway, Room 206
San Diego, CA 92101
(619) 692-8487
State: California Department of Public Health
Childhood Lead Poisoning Prevention
850 Marina Bay Parkway, Bldg P, 3rd Floor
Richmond, CA 94804
Phone: 510-620-5600
Federal: Center for Disease Control and Prevention
(800) 232-4636
Email: https://wwwn.cdc.gov/dcs/contactus/form
Websites:
https://www.cdc.gov/nceh/lead/default.htm
https://www.sandiegocounty.gov/content/sdc/hhsa/programs/phs/child_lead_poisoning_prevention_prog
ram.html
How can PH officials monitor and assure that interventions are being used and are working?
• Make contact information for Lead poisoning hotlines easily accessible to the public.
• Mandate hospitals and clinics to report lead poisoning incidents to the county’s HHS so that
the amount of cases can be tracked and mapped to see if there is a pattern in the incidences.
• Perform inspections on old buildings, childcare facilities, and newly constructed or renovated
homes for lead levels in the dust or paint.
• When performing inspections and the facility did not pass, provide a warning and if it is not
fixed in a timely manner. If the facility does not comply, they must pay a monetary fee.
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