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NU 629 Week 11 Discussion 1: Immunization Case Scenarios NU 629 Week 11 Discussion 1 Immunization Case Scenarios NU 629 Week 11 Discussion 1: Immunization Case Scenarios What is herd immunity and how can this help protect individuals who are not vaccinated? Herd immunity or population immunity helps protect individuals who are vaccinated and those who are not. Herd immunity is when immunity within the population is high enough that regardless of vaccination status, transmission becomes unlikely (Kadkhoda, 2021). If the transmission rate is very low, then individuals who have not gained immunity by direct infection or vaccination are more protected. What are the rates for your state related to immunizations, and how could this affect herd immunity? There was a lot of information regarding vaccinations and children. To narrow down my search I looked specifically at vaccination rates among children who are 3 months old, like the child in this case study. I found that data collected for children 3 months old, born in 2018, had vaccination coverage rates the highest for both polio (92%) and hep b vaccines (93.6%) (cdc.gov). The CDC  reported that in 2018 children aged 24 months old 96.8% of children were covered against MMR and less than 80% were vaccinated against influenza. Gathering this information, I would say that most children in Massachusetts are protected against diseases such as MMR, Hib, hep b, varicella, and DTAP regardless of vaccination status. For some of these diseases greater than 95% of children are reported to be vaccinated making herd immunity possible. Vaccines that are 95% effective require at least 60% immunity to reduce the risk of transmission (Kadkhoda, 2021). What immunizations should this patient receive today, and is there any leeway in the schedule to help alleviate some of the mom’s concerns? The babies’ records show that she is up to date with her vaccinations. Therefore, she does not need to receive any vaccines today. However, if she was not up to date it would indicate she could have missed vaccines delivered at birth and the recommended 2 months. These vaccines include hep b (birth, 1 month, 2 months), RV1, DTaP, Hib, PCV13, and IPV (cdc.gov) The CDC provides a vaccination schedule with recommendations for catchup vaccination for any child whose vaccination record is not up to date. The American Academy of Pediatrics recommends sticking to the recommended vaccination schedule. The recommended ages for vaccination on the chart are based upon evidence-based research, to provide the best efficacy for disease prevention (Edwards and Hackell, 2016). To alleviate some of the mother’s concerns, I would begin by asking her what her concerns are so that I can better answer her questions. Perhaps the baby had a fever or was fussy after her last round of vaccines and this concerned mom. I could then explain to her that fever and fussiness are a natural immune response, and we could go over treatment measures to help alleviate the child’s symptoms with her next scheduled vaccination. Mom may not know the purpose of each vaccine or what disease they help prevent. As the APRN, I should be providing a vaccine information statement before each vaccination, help clarify any misconceptions, and educate my patients and their families to help create a helpful safe, and non-judgmental environment.                                                                                                    References Centers for Disease Control and Prevention. (2020, September 28). ChildVaxView interactive child vaccination coverage. Centers for Disease Control and Prevention. Retrieved November 9, 2021, from https://www.cdc.gov/vaccines/imz-managers/coverage/childvaxview/interactive-reports/index.html. Edwards, K. M., & Hackell, J. M. (2016). Countering vaccine hesitancy. PEDIATRICS, 138(3). https://doi.org/10.1542/peds.2016-2146 Kadkhoda, K. (2021). Herd immunity to covid-19. American Journal of Clinical Pathology, 155(4), 471–472. https://doi.org/10.1093/ajcp/aqaa272 NU 629 Week 11 Discussion 1: Immunization Case Scenarios Value: 100 points Due: Initial post by Day 3; Reply post by Day 7. Grading Category: Discussions Initial Post This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following four scenarios and choose ONE for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post. Note: As you are choosing a topic, please try to make sure that all topics are chosen at least by one person. You can see this by noting if anyone has posted to the topic within the corresponding threads Immunizations Patient #1: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule. Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not? What immunizations will you be ordering for each of these two patients today? Patient #2: Today you have two patients on your schedule for the HPV vaccine. One is a 27-year-old female. In taking her health history, you find that she is sexually active and that she had a splenectomy when she was 17. The second patient is an eleven-year-old female whose mother is concerned and wants to discuss the vaccine further before consenting. She feels that by giving the child the vaccine she is giving her permission to be sexually active. What type of immunizations will you recommend and why for each of these patients? What type of counseling will you provide in each of these scenarios related to their immunization needs? Patient #3: The following two patients present for their yearly physicals before going to spend the holidays with their grandchildren, who are two months, 18 months, and seven years of age. The 72-year-old male states he “doesn’t want a flu shot” because he’s afraid he will just get sick like his neighbor who got her shot last week; however, his 67-year-old wife (who you are also seeing for a follow-up related to shingles she had a month ago) states, “I want the flu vaccine, but I don’t need the shingles vaccine now since I’ve already had it.” How will you counsel these individuals? Are there risks related to the children from either party? What adult immunization should be recommended for these patients? Should you discuss COVID vaccines? Why or why not? Patient #4: Your final patient of the day is a three-month-old baby. The nurse states that the mom is refusing vaccinations today even though the baby’s records show she is up to date on her immunizations. Mom explains that she feels like her baby is getting “too many” shots and since everyone else is being vaccinated, they can skip a few of the vaccines and her baby will be just fine. What is herd immunity and how can this help protect individuals who are not vaccinated? What are the rates for your state related to immunizations, and how could this affect herd immunity? What immunizations should this patient receive today, and is there any leeway in the schedule to help alleviate some of the mom’s concerns? NU 629 Week 11 Discussion 1 Immunization Case Scenarios Reply Post Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NU 629 Week 11 Discussion 1: Immunization Case Scenarios Reply to two of your peers who chose two different topics. Provide your own examples of situations in which you have had to discuss immunizations/vaccines. What suggestions might you provide your peers in terms of dealing with misinformation related to this topic? Replies to your peers must be on two separate days (minimum) and must utilize at least two scholarly references per peer post. Please refer to the Grading Rubric for details on how this activity will be graded. Posting to the Discussion Forum Select the appropriate Thread. Select Reply. Create your post. Select Post to Forum. Discussion Question Rubric Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric. Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points) Discussion Question Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Quality of Initial Post Provides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points 40 Peer Response Post Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation. All instruction requirements noted. 40 points Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post. Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight. Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points Post is primarily a summation of peer’s post without further synthesis of course content. Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points 40 Frequency of Distribution Initial post and peer post(s) made on multiple separate days. All instruction requirements noted. 10 points Initial post and peer post(s) made on multiple separate days. 8 points Minimum of two post options (initial and/or peer) made on separate days. 7 points All posts made on same day. Submission demonstrates inadequate preparation. No post submitted. 6 points 10 Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow. 4 points Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points 5 APA, Grammar, and Spelling Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points Five or more unique formatting errors or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points 5 Total Points 100   Order Now