Prepare two educational handouts (two pages each), one for community members and patients and one for health care providers, that provide information


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  • Prepare two educational handouts (two pages each), one for community members and patients and one for health care providers, that provide information about common bacteria or viruses and how to reduce the risk of infection.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Evaluate scholarly nursing literature that supports evidence-based nursing practice.
    • Identify timely evidence-based data needed to explain a potential health threat.
    • Apply evidence-based research to a health care initiative.
  • Competency 2: Explain ways to promote safe, quality, evidence-based care to populations and communities in health care environments.
    • Apply evidence-based research to a health care initiative.
    • Explain the factors that can adversely affect the health of individuals.
    • Describe evidence-based preventative measures to increase safety.
  • Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
    • Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
    • Correctly format citations and references using APA style.


Historically, the nursing profession responds to the needs of society by helping manage the safety and welfare of the population. To continue this mission and provide safe, quality nursing care, you must keep abreast of the latest topics that affect the health status of our communities. Being able to effectively disseminate knowledge to the general public and other health professionals is crucial for the nursing profession.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

  • What nursing organizations are responsible for ensuring safe, quality care?
  • Why is it important to identify causative agents and modes of transmission?
  • What identified key nursing interventions protect the public against food-borne bacteria and viruses?


Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Click the links provided below to view the following multimedia pieces.

  • APA Citation: Citing a Journal Article | Transcript.
  • APA Citation: Citing a Book | Transcript.
  • APA Citation: Citing a Website | Transcript.

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Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

  • Webster, R. G., Monto, A. S., & Braciale, T. J., & Lamb, R. A. (Eds). (2013). Textbook of influenza (2nd ed.). Hoboken, NJ: John Wiley & Sons.
  • Labbé, R. G., & García, S. (Eds). (2013). Guide to foodborne pathogens (2nd ed.). Hoboken, NJ: John Wiley & Sons.
  • Tucker, S., & Poland, G. A. (2013). Health care reform and influenza immunization. Workplace Health and Safety, 61(5), 193–195.
  • Talbot, T. R., & Talbot, H. K. (2013). Influenza prevention update: Examining common arguments against influenza vaccination. JAMA, 309(9), 453.
  • Duncan, D. (2013). Treatment and prevention of influenza. Nurse Prescribing, 11(12), 590–596.
  • Arendt, S., Rajagopal, L., Strohbehn, C., Stokes, N., Meyer, J., & Mandernach, S. (2013). Reporting of foodborne illness by U.S. consumers and healthcare professionals. International Journal of Environmental Research and Public Health, 10(8), 3684–714.
  • Wohlgenant, K. C., Cates, S. C., Godwin, S. L., & Speller-Henderson, L. (2012). The role of healthcare providers and caregivers in educating older adults about foodborne illness prevention. Educational Gerontology, 38(11), 753–762.
  • Thobaben, M. (2010). Causes and prevention of foodborne illness. Home Health Care Management and Practice, 22(7), 533–535.
  • Ali, M. M., Verrill, L., & Zhang, Y. (2014). Self-reported hand washing behaviors and foodborne illness: A propensity score matching approach. Journal of Food Protection, 77(3), 352–358.
  • David, S. D., & Katz, R. L. (2013). Navigating the legal framework for state foodborne illness surveillance and outbreak response: Observations and challenges. Journal of Law, Medicine and Ethics, 41(Supplement), 28–32.
  • Quinlan, J. J. (2013). Foodborne illness incidence rates and food safety risks for populations of low socioeconomic status and minority race/ethnicity: A review of the literature. International Journal of Environmental Research and Public Health, 10(8), 3634–52.

Library Guides

For assistance when researching general nursing topics, refer to the Nursing (BSN) Library Research Guide.

In addition, a unique Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4001 – Orientation to Baccalaureate Nursing Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • US National Library of Medicine, National Institutes of Health. (n.d.). PubMed Central® (PMC). Retrieved from
  • Centers for Disease Control and Prevention. (n.d.). Influenza. Retrieved from
  • World Health Organization. (n.d.). Public health preparedness: Influenza. Retrieved from
  • Santibañez, S., Fiore, A. E., Merlin, T. L., & Redd, S. (2009). A primer on strategies for prevention and control of seasonal and pandemic influenza. American Journal of Public Health, 99(Supplement 2), S216–S224. Retrieved from
  • S. Department of Health and Human Services, National Institute of Diabetes and Digestive and Kidney Diseases. (n.d.). Foodborne illnesses. Retrieved from
  • S. Department of Health and Human Services, National Institute of Allergy and Infectious Diseases. (n.d.). Foodborne diseases. Retrieved from
  • S. Department of Health and Human Services, U.S. Food and Drug Administration (FDA). (n.d.). Foodborne illness & contaminants. Retrieved from
  • S. Department of Health and Human Services, U.S. Food and Drug Administration (FDA). (n.d.). Foodborne illnesses: What you need to know. Retrieved from
  • Centers for Disease Control and Prevention. (n.d.). A–Z index for foodborne illness. Retrieved from
  • National Network of Libraries of Medicine. (n.d.). Health literacy. Retrieved from

Assessment Instructions


Search the library and the Internet for scholarly and professional peer-reviewed articles on food-borne illness or virus prevention. You will need at least three articles to use as support for your work on this assessment. In addition, look for statistics on cases of food-borne illness or influenza in your community.


Your employer is hosting a Healthy Mind and Body Fair in your community. Your manager has asked for your help in creating educational materials about food-borne illnesses like E.coli or viruses such as influenza. The goal is to provide information about how to reduce the risk of infection. You have been asked to create two informational handouts:

  1. One handout is for participants (community members, patients) that raises awareness about the transmission of common bacteria or viruses and how to prevent the spread of these common infections.
  2. The second handout is directed at allied health care providers. This material should provide a higher level of information and detail about the subject.

Each handout should cover the following:

  • Provide information about the illness and transmission.
  • Provide recent statistics of cases in the community, with sources noted.
  • Describe both treatment and prevention options, with an emphasis on prevention.
  • Relay any new research or treatment modalities.
  • Include information your readers will want to refer to in the future. This includes Web sites or tips for finding additional information or additional resources.

Consider the reader when creating your handouts, and be creative!

Format the handouts as follows:

  • Break up content into short paragraphs.
  • Use bullet points and lists whenever possible.
  • Use sub-headings to isolate different topics within the documents.
  • Remember, say no more than what is necessary; the urge to say too much can ruin a good handout.

Additional Requirements

Each handout should meet the following criteria:

  • Contain 500 words (2 pages).
  • Must be readable, concise, with a logical ordering of ideas.
  • Include a minimum of three references. (These must be recent, from within the past five years.) The same resources can be used for both handouts.
  • Provide adequate documentation of ideas and appropriate APA citation of relevant literature.
  • Include a reference page.
  • Be double spaced in Times New Roman font, 12 point.


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