Assignment Prompt & Instructions
**files (6)**
– ## nationalhealthinsurance-Oxford.pdf
– ## Spring2022DNP8100-Week6-Templateedition.docx
– ## Spring2022DNP79006Template1.docx
– Health_Reform_Policy_to_Practice_Oregons_Path_to_…_—-_III._Future_Implications_for_State_and_National_Health_Reform.pdf
– Spring2022DNP8100-rubricWeek6assignment-.docx
– Understanding_Health_Care_Reform_Bridging_the_Gap_…_—-_Chapter_9_How_Will_Health_Care_Reform_Change_the_Way_We_Practice_Medic….pdf
**## nationalhealthinsurance-Oxford.pdf**
national health insurance
A system for public funding of the costs citizens incur when they require personal medical and hospital
care. Many nations provide at least partial support from the public purse for some of their citizens, and in
many OECD (Organization for Economic Cooperation and Development) nations personal medical care
and hospital costs are wholly or partly publicly funded. This has been an evolving process since it was
introduced by the German Chancellor Otto von Bismarck (1815–98) in 1883–4. The British National
Health Service (NHS) introduced in 1948 provides comprehensive tax-supported personal and hospital
care, but financial constraints and rising costs have eroded some aspects, and fees are now charged for
some aspects of care. By the late 1980s, all European Union nations and all OECD nations except the
United States had comprehensive publicly funded personal health care services, usually with the proviso
that people pay additional personal expenses.
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
**## Spring2022DNP8100-Week6-Templateedition.docx**
1
2
**Position Paper**
Student Name
Miami Regional University
DNP 8100: Structure and Processes in Healthcare Organizations
Professor, Credentials
Month, Year
**Introduction (You do not need to have the heading “introduction”**
This section provides an introduction with a dual purpose: indicate both the topic and your approach to it (your thesis statement) and provoke your reader’s interest in what you have to say. One effective way of introducing a topic is to place it in context – to supply a kind of backdrop that will put it in perspective. You should discuss the area into which your topic fits and gradually lead into your specific field of discussion (re: your thesis statement).
Make sure that your introduction presents a clear understanding of the topic and purpose of the paper.
**Summary of the Counterclaims**
In this section, summarize opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look not very reasonable. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or mocking your opponents. Demonstrate that you have an excellent understanding of the topic.
**Supporting Information for Counterclaims**
In this section, consider one or two serious counterarguments in depth, rather than giving a long but superficial list of many different counterarguments and replies. Support your information, make sure it is well developed and persuasive against counterarguments. Demonstrate understanding of the discussion
**Refute the counterclaims**
In this section, once you have thought up some counterarguments, consider how you will respond to them–will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your opinion is more substantial than opposing arguments. In this section, to get maximum points, make sure you appropriately consider counterarguments and respond effectively to give greater persuasion for position/show why counterargument is mistaken. Refutation shows an excellent understanding of the subject.
**Give evidence for argument**
Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original statement accordingly. The evidence sufficiently accounts for potential counterarguments of class.
Your Argument:
A. Assert point #1 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
*You may have more than three overall points to your argument, but you should not have fewer.
The argument asserts each point with well-educated and informed opinions. Excellent use of support/proof through multiple sources (6).
Use of 3 or more overall points to argument.
**Conclusion**
This section restates your argument and provides a plan of action but does not introduce new information. The simplest and most basic conclusion restates the thesis in different words and then discusses its implications. Recommendation of what the reader should "do" with the information should be included. The thesis statement is rephrased; main points summarized. The information was included in the recommendation of what the reader should "do" with the information.
**References**
**## Spring2022DNP79006Template1.docx**
1
1
**Sustainable Development Goals and Millennium Goals**
Student Name
Miami Regional University
DNP 7900: Global Health
Professor Name
Month, Year
**Correlation with Communicable Diseases and Implications for Global Health and Nursing Practice**
Millennium Development Goals (MDGs) adopted in 2000 by the United Nations were a world promise to alleviate extreme poverty levels, diseases, gender inequality, and environmental degradation by the year 2015. The MDGs were eight goals that were to enhance the human development outcomes, especially in the Low- and middle-income countries. Despite the major advancements, the existing global health inequalities and new issues required a more diverse and integrated structure (Kurjak et al., 2022). As a result, the MDGs became seventeen Sustainable Development Goals (SDGs) in 2015, which are the basis of the 2030 Agenda of Sustainable Development.
Communicable diseases are a major health issue that troubles the world and are directly associated with social determinants like poverty, education, gender inequality, environmental conditions, and access to healthcare. The SDGs and MDGs underscore the interrelation between health outcomes and socioeconomic and environmental issues and the need to develop comprehensive and joint strategies (Ugwu et al., 2025). This paper will address the linkage between the MDGs and communicable diseases, the shift to SDGs, and their implications on global health disparities, healthcare delivery, and nursing practice in the context of Doctor of Nursing Practice (DNP) core competencies and principles of population health.
**Goal 1 & 2: Eradicate extreme hunger and poverty, and achieve universal primary education**
Poverty and extreme hunger are the major causes of communicable diseases. Poverty-stricken populations tend to have poor access to proper nutrition, clean drinking water, sanitation, and health services, which puts them at a higher risk of infection by diseases like tuberculosis, malaria, HIV/AIDS, and diarrheal diseases. Malnutrition also undermines the immune system, which exposes individuals to infections and impairs the healing of a disease
**.** The World Health Organization (WHO, 2022) states that almost half of all children under five years old die because of undernutrition, which proves the close relationship between poverty, hunger, and the burden of infectious diseases. Impoverishment also restricts the uptake of preventive health care options such as vaccinations and early detection of diseases. Communicable diseases in several low-income countries create a chain of poverty through poverty, productivity, healthcare costs, and economic and educational opportunity restrictions.
Universal primary education is very important in the prevention of communicable diseases through health literacy and healthy behaviors. Education improves the awareness of individuals on hygiene behavior, disease transmission, and preventative practices of vaccination and sanitation (Ntunja et al., 2025). Children, especially girls, who get formal education are likely to lead healthier lives and make better healthcare choices in their lives and on behalf of their families.
Besides, child health outcomes are closely linked with maternal education. Basic education enables mothers to adopt a good level of hygiene, immunization, and timely access to medical services for their children. On the contrary, the absence of education leads to poor hygiene practices, the spread of diseases, and high rates of child morbidity and mortality.
**Goal 3 & 4: Promote Gender equality and empower women, and reduce child mortality rates**
Enhancing maternal education is important for increasing family hygiene and helps reduce the transmission of communicable diseases. Learned mothers will have a better knowledge of the significance of handwashing, safe water use, good sanitation, vaccination, and seeking medical attention in time, which greatly reduces the chances of getting infections like diarrhea, pneumonia, malaria, and measles. These better practices can stop the spread of the disease in the household and community, especially among the weak children. A significant child killer in the world is the case of communicable diseases, particularly in low-income areas where education and health facilities are of low accessibility.
Nigeria and Niger are among the countries in sub-Saharan Africa that record the highest mortality rates under-five years of age, with over 100 deaths per 1,000 live births. This is a result of preventable infectious diseases and poor living conditions (Nwanze et al., 2023). In comparison, less developed countries in Europe and North America experience less than 5 deaths per 1,000 live births, which is a sign of better health and more maternal education. The Sustainable Development Goals have global initiatives to lower under-five mortality to a minimum of 25 deaths per 1,000 live births by the year 2030 through education of women, increased immunization programs, improved sanitation, and improved healthcare systems. Thus, educating women is a core method of minimizing communicable diseases and enhancing child survival.
**Goal 5 & 6: Improving maternal health and combating HIV/AIDS, malaria, and other diseases**
Maternal health is directly associated with communicable diseases, especially HIV/AIDS and malaria. Physiological changes that occur during pregnancy make pregnant women more susceptible to infections and infectious diseases, which may result in severe maternal and neonatal complications. Pregnant women with HIV infection may cause mother-to-child infection, and malaria will heighten the chances of anemia, miscarriage, low birth weight, and maternal death (Kumar et al., 2022).
The MDGs gave priority to the need to reduce maternal mortality and fight the major infectious diseases. Significant progress can be made with the help of antiretroviral therapy (ART), insecticide-treated bed. nets and greater access to prenatal care interventions. Nevertheless, the maternal mortality in most of the low-income countries is still unacceptable. According to WHO (2022), around 287,000 women died because of pregnancy-related conditions in 2020, and most of the deaths were observed in settings with limited resources.
**Plans to fight HIV/AIDS and Malaria**
Nations across the world have adopted evidence-based interventions under global initiatives under MDGs and SDGs to minimize the burden of malaria and HIV/AIDS. These include:
Increase in HIV testing and treatment.
Mother-to-child prevention of child transmission (PMTCT) services.
Insecticide-impregnated mosquito nets distribution.
The inside spraying and environmental control.
The shift to SDGs had nationwide health system strengthening and universal health coverage (UHC) as opposed to disease-related interventions. This change acknowledges that to achieve sustainable gains on maternal and population health, it is necessary to implement integrated measures at social, economic, and environmental levels of determinants of health. To the nursing practice, especially at the advanced practice level or DNP level, these objectives indicate the significance of evidence-based interventions, interdisciplinary teamwork, and culturally competent care in communicable disease and maternal health disparities resolution.
**Goal 7 & 8: Ensuring environmental sustainability and global partnership development**
The environmental factors are very important in the transmission of communicable diseases. The lack of cleanliness, drinking water, congested housing, and environmental contamination are major causes of susceptibility to infectious diseases. Poor waste disposal and open defecation are the causes of the dissemination of water-borne diseases like cholera, typhoid fever, and diarrheal diseases.
Informal settlements and slum houses usually lack proper infrastructure, which predisposes the pathogenesis of respiratory and insect-laden diseases. Indicatively, congestion helps in spreading tuberculosis and respiratory diseases, whereas stagnant water breeds mosquitoes and carries malaria.
International collaboration is the key to combating communicable diseases and sustainable development. MDG 8 encouraged the governments, non-governmental organizations (NGOs), international agencies, and the private sector to work together and share resources and knowledge. This participative approach has led to many global health initiatives, such as the Global Fund to Fight AIDS, Tuberculosis, and Malaria, and Gavi, the Vaccine Alliance. The SDGs also strengthened international cooperation by promoting multisectoral cooperation and collective responsibility for global health.
Partnerships aid in the transfer of technology, capacity building, research innovation, and equal access to healthcare services. In the case of nursing professionals, global initiatives increase their chances of knowledge sharing and growth in leadership, as well as community-based interventions to minimize the effects of communicable diseases.
**Implications for Global Health, Nursing Practice, and DNP Essentials**
The change of MDGs into SDGs demonstrates the shift in the paradigm of targeted disease control to integrated and sustainable development. From a global health perspective, the MDGs and SDGs offer a framework in the examination of health disparities and intervening at local, national, and international levels. Combining scientific evidence, interprofessional collaboration, and population health strategies adheres to the DNP essentials, specifically, in terms of clinical prevention, leadership, and systems-level thinking.
Nursing practice is vital in the attainment of these objectives by promoting health, preventing diseases, participating in communities, and advocating for policies. Nurses are in a unique position to deal with social determinants of health, introduce actions that are evidence-based, and affect the health behaviors of diverse populations. Nursing professionals can help decrease health disparities and enhance population health outcomes by applying MDG and SDG principles into practice.
**Summary**
The Millennium Development Goals gave a guideline on how the world can intervene in order to eliminate poverty and improve. health results, and fight communicable diseases. Their transformation into Sustainable Development Goals indicates the necessity of a coherent and multipolar approach to sustainable development and global health. The interrelations of the MDGs with communicable diseases prove that socioeconomic, educational, gender, and environmental factors play a central role in influencing health outcomes.
The goals on poverty reduction, education, gender equality, maternal health, environmental sustainability, and global partnerships are aimed at influencing the course of communicable disease prevention and control. This vision is enlarged by the SDGs through the provision of universal health coverage, equity, and sustainable systems.
The MDGs and SDGs offer a strategic framework in the global health and nursing practice with respect to tackling health inequalities, healthcare delivery, and population health. Through combining scientific knowledge, collaborative practice, and community-based approaches, healthcare professionals can play a significant role in ensuring the realization of sustainable health outcomes across the world.
**References**
Kumar, M., Saadaoui, M., & Al Khodor, S. (2022). Infections and Pregnancy: Effects on Maternal and Child Health.
_Frontiers in Cellular and Infection Microbiology_,
_12_. https://doi.org/10.3389/fcimb.2022.873253
Kurjak, A., Stanojević, M., & Dudenhausen, J. (2022). Why maternal mortality in the world remains tragedy in low-income countries and shame for high-income ones: will sustainable development goals (SDG) help?
_Journal of Perinatal Medicine_,
_0_(0). https://doi.org/10.1515/jpm-2022-0061
Ntunja, A., Baloyi, W. T.-H., Teare, J., Oyedele Opeoluwa, & Melariri, P. (2025). Impact of Educational Intervention on Hygiene Knowledge and Practices of Sanitation Workers Globally: A Systematic Review.
_Scientifica_,
_2025_(1). https://doi.org/10.1155/sci5/3265559
Nwanze, L. D., Siuliman, A., & Ibrahim, N. (2023). Factors associated with infant mortality in Nigeria: A scoping review.
_PLOS ONE_,
_18_(11), e0294434–e0294434. https://doi.org/10.1371/journal.pone.0294434
Ugwu, C. N., Ugwu, O. P.-C., Alum, E. U., Eze, V. H. U., Basajja, M., Ugwu, J. N., Ogenyi, F. C., Ejemot-Nwadiaro, R. I., Okon, M. B., Egba, S. I., & Uti, D. E. (2025). Sustainable development goals (SDGs) and resilient healthcare systems: Addressing medicine and public health challenges in conflict zones.
_Medicine_,
_104_(7), e41535. https://doi.org/10.1097/md.0000000000041535
World Health Organization. (2022, January 28).
_Child mortality (under 5 years)_. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/child-mortality-under-5-years
**Health_Reform_Policy_to_Practice_Oregons_Path_to_…_—-_III._Future_Implications_for_State_and_National_Health_Reform.pdf**
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**Spring2022DNP8100-rubricWeek6assignment-.docx**
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**Understanding_Health_Care_Reform_Bridging_the_Gap_…_—-_Chapter_9_How_Will_Health_Care_Reform_Change_the_Way_We_Practice_Medic….pdf**
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**Understanding_Health_Care_Reform_Bridging_the_Gap_…_—-_Chapter_9_How_Will_Health_Care_Reform_Change_the_Way_We_Practice_Medic….pdf**
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**## nationalhealthinsurance-Oxford.pdf**
national health insurance
A system for public funding of the costs citizens incur when they require personal medical and hospital
care. Many nations provide at least partial support from the public purse for some of their citizens, and in
many OECD (Organization for Economic Cooperation and Development) nations personal medical care
and hospital costs are wholly or partly publicly funded. This has been an evolving process since it was
introduced by the German Chancellor Otto von Bismarck (1815–98) in 1883–4. The British National
Health Service (NHS) introduced in 1948 provides comprehensive tax-supported personal and hospital
care, but financial constraints and rising costs have eroded some aspects, and fees are now charged for
some aspects of care. By the late 1980s, all European Union nations and all OECD nations except the
United States had comprehensive publicly funded personal health care services, usually with the proviso
that people pay additional personal expenses.
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
**## Spring2022DNP8100-Week6-Templateedition.docx**
1
2
**Position Paper**
Student Name
Miami Regional University
DNP 8100: Structure and Processes in Healthcare Organizations
Professor, Credentials
Month, Year
**Introduction (You do not need to have the heading “introduction”**
This section provides an introduction with a dual purpose: indicate both the topic and your approach to it (your thesis statement) and provoke your reader’s interest in what you have to say. One effective way of introducing a topic is to place it in context – to supply a kind of backdrop that will put it in perspective. You should discuss the area into which your topic fits and gradually lead into your specific field of discussion (re: your thesis statement).
Make sure that your introduction presents a clear understanding of the topic and purpose of the paper.
**Summary of the Counterclaims**
In this section, summarize opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look not very reasonable. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or mocking your opponents. Demonstrate that you have an excellent understanding of the topic.
**Supporting Information for Counterclaims**
In this section, consider one or two serious counterarguments in depth, rather than giving a long but superficial list of many different counterarguments and replies. Support your information, make sure it is well developed and persuasive against counterarguments. Demonstrate understanding of the discussion
**Refute the counterclaims**
In this section, once you have thought up some counterarguments, consider how you will respond to them–will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your opinion is more substantial than opposing arguments. In this section, to get maximum points, make sure you appropriately consider counterarguments and respond effectively to give greater persuasion for position/show why counterargument is mistaken. Refutation shows an excellent understanding of the subject.
**Give evidence for argument**
Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original statement accordingly. The evidence sufficiently accounts for potential counterarguments of class.
Your Argument:
A. Assert point #1 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
*You may have more than three overall points to your argument, but you should not have fewer.
The argument asserts each point with well-educated and informed opinions. Excellent use of support/proof through multiple sources (6).
Use of 3 or more overall points to argument.
**Conclusion**
This section restates your argument and provides a plan of action but does not introduce new information. The simplest and most basic conclusion restates the thesis in different words and then discusses its implications. Recommendation of what the reader should "do" with the information should be included. The thesis statement is rephrased; main points summarized. The information was included in the recommendation of what the reader should "do" with the information.
**References**
**## Spring2022DNP79006Template1.docx**
1
1
**Sustainable Development Goals and Millennium Goals**
Student Name
Miami Regional University
DNP 7900: Global Health
Professor Name
Month, Year
**Correlation with Communicable Diseases and Implications for Global Health and Nursing Practice**
Millennium Development Goals (MDGs) adopted in 2000 by the United Nations were a world promise to alleviate extreme poverty levels, diseases, gender inequality, and environmental degradation by the year 2015. The MDGs were eight goals that were to enhance the human development outcomes, especially in the Low- and middle-income countries. Despite the major advancements, the existing global health inequalities and new issues required a more diverse and integrated structure (Kurjak et al., 2022). As a result, the MDGs became seventeen Sustainable Development Goals (SDGs) in 2015, which are the basis of the 2030 Agenda of Sustainable Development.
Communicable diseases are a major health issue that troubles the world and are directly associated with social determinants like poverty, education, gender inequality, environmental conditions, and access to healthcare. The SDGs and MDGs underscore the interrelation between health outcomes and socioeconomic and environmental issues and the need to develop comprehensive and joint strategies (Ugwu et al., 2025). This paper will address the linkage between the MDGs and communicable diseases, the shift to SDGs, and their implications on global health disparities, healthcare delivery, and nursing practice in the context of Doctor of Nursing Practice (DNP) core competencies and principles of population health.
**Goal 1 & 2: Eradicate extreme hunger and poverty, and achieve universal primary education**
Poverty and extreme hunger are the major causes of communicable diseases. Poverty-stricken populations tend to have poor access to proper nutrition, clean drinking water, sanitation, and health services, which puts them at a higher risk of infection by diseases like tuberculosis, malaria, HIV/AIDS, and diarrheal diseases. Malnutrition also undermines the immune system, which exposes individuals to infections and impairs the healing of a disease
**.** The World Health Organization (WHO, 2022) states that almost half of all children under five years old die because of undernutrition, which proves the close relationship between poverty, hunger, and the burden of infectious diseases. Impoverishment also restricts the uptake of preventive health care options such as vaccinations and early detection of diseases. Communicable diseases in several low-income countries create a chain of poverty through poverty, productivity, healthcare costs, and economic and educational opportunity restrictions.
Universal primary education is very important in the prevention of communicable diseases through health literacy and healthy behaviors. Education improves the awareness of individuals on hygiene behavior, disease transmission, and preventative practices of vaccination and sanitation (Ntunja et al., 2025). Children, especially girls, who get formal education are likely to lead healthier lives and make better healthcare choices in their lives and on behalf of their families.
Besides, child health outcomes are closely linked with maternal education. Basic education enables mothers to adopt a good level of hygiene, immunization, and timely access to medical services for their children. On the contrary, the absence of education leads to poor hygiene practices, the spread of diseases, and high rates of child morbidity and mortality.
**Goal 3 & 4: Promote Gender equality and empower women, and reduce child mortality rates**
Enhancing maternal education is important for increasing family hygiene and helps reduce the transmission of communicable diseases. Learned mothers will have a better knowledge of the significance of handwashing, safe water use, good sanitation, vaccination, and seeking medical attention in time, which greatly reduces the chances of getting infections like diarrhea, pneumonia, malaria, and measles. These better practices can stop the spread of the disease in the household and community, especially among the weak children. A significant child killer in the world is the case of communicable diseases, particularly in low-income areas where education and health facilities are of low accessibility.
Nigeria and Niger are among the countries in sub-Saharan Africa that record the highest mortality rates under-five years of age, with over 100 deaths per 1,000 live births. This is a result of preventable infectious diseases and poor living conditions (Nwanze et al., 2023). In comparison, less developed countries in Europe and North America experience less than 5 deaths per 1,000 live births, which is a sign of better health and more maternal education. The Sustainable Development Goals have global initiatives to lower under-five mortality to a minimum of 25 deaths per 1,000 live births by the year 2030 through education of women, increased immunization programs, improved sanitation, and improved healthcare systems. Thus, educating women is a core method of minimizing communicable diseases and enhancing child survival.
**Goal 5 & 6: Improving maternal health and combating HIV/AIDS, malaria, and other diseases**
Maternal health is directly associated with communicable diseases, especially HIV/AIDS and malaria. Physiological changes that occur during pregnancy make pregnant women more susceptible to infections and infectious diseases, which may result in severe maternal and neonatal complications. Pregnant women with HIV infection may cause mother-to-child infection, and malaria will heighten the chances of anemia, miscarriage, low birth weight, and maternal death (Kumar et al., 2022).
The MDGs gave priority to the need to reduce maternal mortality and fight the major infectious diseases. Significant progress can be made with the help of antiretroviral therapy (ART), insecticide-treated bed. nets and greater access to prenatal care interventions. Nevertheless, the maternal mortality in most of the low-income countries is still unacceptable. According to WHO (2022), around 287,000 women died because of pregnancy-related conditions in 2020, and most of the deaths were observed in settings with limited resources.
**Plans to fight HIV/AIDS and Malaria**
Nations across the world have adopted evidence-based interventions under global initiatives under MDGs and SDGs to minimize the burden of malaria and HIV/AIDS. These include:
Increase in HIV testing and treatment.
Mother-to-child prevention of child transmission (PMTCT) services.
Insecticide-impregnated mosquito nets distribution.
The inside spraying and environmental control.
The shift to SDGs had nationwide health system strengthening and universal health coverage (UHC) as opposed to disease-related interventions. This change acknowledges that to achieve sustainable gains on maternal and population health, it is necessary to implement integrated measures at social, economic, and environmental levels of determinants of health. To the nursing practice, especially at the advanced practice level or DNP level, these objectives indicate the significance of evidence-based interventions, interdisciplinary teamwork, and culturally competent care in communicable disease and maternal health disparities resolution.
**Goal 7 & 8: Ensuring environmental sustainability and global partnership development**
The environmental factors are very important in the transmission of communicable diseases. The lack of cleanliness, drinking water, congested housing, and environmental contamination are major causes of susceptibility to infectious diseases. Poor waste disposal and open defecation are the causes of the dissemination of water-borne diseases like cholera, typhoid fever, and diarrheal diseases.
Informal settlements and slum houses usually lack proper infrastructure, which predisposes the pathogenesis of respiratory and insect-laden diseases. Indicatively, congestion helps in spreading tuberculosis and respiratory diseases, whereas stagnant water breeds mosquitoes and carries malaria.
International collaboration is the key to combating communicable diseases and sustainable development. MDG 8 encouraged the governments, non-governmental organizations (NGOs), international agencies, and the private sector to work together and share resources and knowledge. This participative approach has led to many global health initiatives, such as the Global Fund to Fight AIDS, Tuberculosis, and Malaria, and Gavi, the Vaccine Alliance. The SDGs also strengthened international cooperation by promoting multisectoral cooperation and collective responsibility for global health.
Partnerships aid in the transfer of technology, capacity building, research innovation, and equal access to healthcare services. In the case of nursing professionals, global initiatives increase their chances of knowledge sharing and growth in leadership, as well as community-based interventions to minimize the effects of communicable diseases.
**Implications for Global Health, Nursing Practice, and DNP Essentials**
The change of MDGs into SDGs demonstrates the shift in the paradigm of targeted disease control to integrated and sustainable development. From a global health perspective, the MDGs and SDGs offer a framework in the examination of health disparities and intervening at local, national, and international levels. Combining scientific evidence, interprofessional collaboration, and population health strategies adheres to the DNP essentials, specifically, in terms of clinical prevention, leadership, and systems-level thinking.
Nursing practice is vital in the attainment of these objectives by promoting health, preventing diseases, participating in communities, and advocating for policies. Nurses are in a unique position to deal with social determinants of health, introduce actions that are evidence-based, and affect the health behaviors of diverse populations. Nursing professionals can help decrease health disparities and enhance population health outcomes by applying MDG and SDG principles into practice.
**Summary**
The Millennium Development Goals gave a guideline on how the world can intervene in order to eliminate poverty and improve. health results, and fight communicable diseases. Their transformation into Sustainable Development Goals indicates the necessity of a coherent and multipolar approach to sustainable development and global health. The interrelations of the MDGs with communicable diseases prove that socioeconomic, educational, gender, and environmental factors play a central role in influencing health outcomes.
The goals on poverty reduction, education, gender equality, maternal health, environmental sustainability, and global partnerships are aimed at influencing the course of communicable disease prevention and control. This vision is enlarged by the SDGs through the provision of universal health coverage, equity, and sustainable systems.
The MDGs and SDGs offer a strategic framework in the global health and nursing practice with respect to tackling health inequalities, healthcare delivery, and population health. Through combining scientific knowledge, collaborative practice, and community-based approaches, healthcare professionals can play a significant role in ensuring the realization of sustainable health outcomes across the world.
**References**
Kumar, M., Saadaoui, M., & Al Khodor, S. (2022). Infections and Pregnancy: Effects on Maternal and Child Health.
_Frontiers in Cellular and Infection Microbiology_,
_12_. https://doi.org/10.3389/fcimb.2022.873253
Kurjak, A., Stanojević, M., & Dudenhausen, J. (2022). Why maternal mortality in the world remains tragedy in low-income countries and shame for high-income ones: will sustainable development goals (SDG) help?
_Journal of Perinatal Medicine_,
_0_(0). https://doi.org/10.1515/jpm-2022-0061
Ntunja, A., Baloyi, W. T.-H., Teare, J., Oyedele Opeoluwa, & Melariri, P. (2025). Impact of Educational Intervention on Hygiene Knowledge and Practices of Sanitation Workers Globally: A Systematic Review.
_Scientifica_,
_2025_(1). https://doi.org/10.1155/sci5/3265559
Nwanze, L. D., Siuliman, A., & Ibrahim, N. (2023). Factors associated with infant mortality in Nigeria: A scoping review.
_PLOS ONE_,
_18_(11), e0294434–e0294434. https://doi.org/10.1371/journal.pone.0294434
Ugwu, C. N., Ugwu, O. P.-C., Alum, E. U., Eze, V. H. U., Basajja, M., Ugwu, J. N., Ogenyi, F. C., Ejemot-Nwadiaro, R. I., Okon, M. B., Egba, S. I., & Uti, D. E. (2025). Sustainable development goals (SDGs) and resilient healthcare systems: Addressing medicine and public health challenges in conflict zones.
_Medicine_,
_104_(7), e41535. https://doi.org/10.1097/md.0000000000041535
World Health Organization. (2022, January 28).
_Child mortality (under 5 years)_. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/child-mortality-under-5-years
**Health_Reform_Policy_to_Practice_Oregons_Path_to_…_—-_III._Future_Implications_for_State_and_National_Health_Reform.pdf**
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**Spring2022DNP8100-rubricWeek6assignment-.docx**
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**Understanding_Health_Care_Reform_Bridging_the_Gap_…_—-_Chapter_9_How_Will_Health_Care_Reform_Change_the_Way_We_Practice_Medic….pdf**
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**## nationalhealthinsurance-Oxford.pdf**
national health insurance
A system for public funding of the costs citizens incur when they require personal medical and hospital
care. Many nations provide at least partial support from the public purse for some of their citizens, and in
many OECD (Organization for Economic Cooperation and Development) nations personal medical care
and hospital costs are wholly or partly publicly funded. This has been an evolving process since it was
introduced by the German Chancellor Otto von Bismarck (1815–98) in 1883–4. The British National
Health Service (NHS) introduced in 1948 provides comprehensive tax-supported personal and hospital
care, but financial constraints and rising costs have eroded some aspects, and fees are now charged for
some aspects of care. By the late 1980s, all European Union nations and all OECD nations except the
United States had comprehensive publicly funded personal health care services, usually with the proviso
that people pay additional personal expenses.
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
[https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995](https://www-oxfordreference-com.access.library.miami.edu/view/10.1093/acref/9780191844386.001.0001/acref-9780191844386-e-2995)
**## Spring2022DNP8100-Week6-Templateedition.docx**
1
2
**Position Paper**
Student Name
Miami Regional University
DNP 8100: Structure and Processes in Healthcare Organizations
Professor, Credentials
Month, Year
**Introduction (You do not need to have the heading “introduction”**
This section provides an introduction with a dual purpose: indicate both the topic and your approach to it (your thesis statement) and provoke your reader’s interest in what you have to say. One effective way of introducing a topic is to place it in context – to supply a kind of backdrop that will put it in perspective. You should discuss the area into which your topic fits and gradually lead into your specific field of discussion (re: your thesis statement).
Make sure that your introduction presents a clear understanding of the topic and purpose of the paper.
**Summary of the Counterclaims**
In this section, summarize opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look not very reasonable. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or mocking your opponents. Demonstrate that you have an excellent understanding of the topic.
**Supporting Information for Counterclaims**
In this section, consider one or two serious counterarguments in depth, rather than giving a long but superficial list of many different counterarguments and replies. Support your information, make sure it is well developed and persuasive against counterarguments. Demonstrate understanding of the discussion
**Refute the counterclaims**
In this section, once you have thought up some counterarguments, consider how you will respond to them–will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your opinion is more substantial than opposing arguments. In this section, to get maximum points, make sure you appropriately consider counterarguments and respond effectively to give greater persuasion for position/show why counterargument is mistaken. Refutation shows an excellent understanding of the subject.
**Give evidence for argument**
Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original statement accordingly. The evidence sufficiently accounts for potential counterarguments of class.
Your Argument:
A. Assert point #1 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
B. Assert point #2 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
C. Assert point #3 of your claims
1. Give your educated and informed opinion
2. Provide support/proof using more than one source (preferably three)
*You may have more than three overall points to your argument, but you should not have fewer.
The argument asserts each point with well-educated and informed opinions. Excellent use of support/proof through multiple sources (6).
Use of 3 or more overall points to argument.
**Conclusion**
This section restates your argument and provides a plan of action but does not introduce new information. The simplest and most basic conclusion restates the thesis in different words and then discusses its implications. Recommendation of what the reader should "do" with the information should be included. The thesis statement is rephrased; main points summarized. The information was included in the recommendation of what the reader should "do" with the information.
**References**
**## Spring2022DNP79006Template1.docx**
1
1
**Sustainable Development Goals and Millennium Goals**
Student Name
Miami Regional University
DNP 7900: Global Health
Professor Name
Month, Year
**Correlation with Communicable Diseases and Implications for Global Health and Nursing Practice**
Millennium Development Goals (MDGs) adopted in 2000 by the United Nations were a world promise to alleviate extreme poverty levels, diseases, gender inequality, and environmental degradation by the year 2015. The MDGs were eight goals that were to enhance the human development outcomes, especially in the Low- and middle-income countries. Despite the major advancements, the existing global health inequalities and new issues required a more diverse and integrated structure (Kurjak et al., 2022). As a result, the MDGs became seventeen Sustainable Development Goals (SDGs) in 2015, which are the basis of the 2030 Agenda of Sustainable Development.
Communicable diseases are a major health issue that troubles the world and are directly associated with social determinants like poverty, education, gender inequality, environmental conditions, and access to healthcare. The SDGs and MDGs underscore the interrelation between health outcomes and socioeconomic and environmental issues and the need to develop comprehensive and joint strategies (Ugwu et al., 2025). This paper will address the linkage between the MDGs and communicable diseases, the shift to SDGs, and their implications on global health disparities, healthcare delivery, and nursing practice in the context of Doctor of Nursing Practice (DNP) core competencies and principles of population health.
**Goal 1 & 2: Eradicate extreme hunger and poverty, and achieve universal primary education**
Poverty and extreme hunger are the major causes of communicable diseases. Poverty-stricken populations tend to have poor access to proper nutrition, clean drinking water, sanitation, and health services, which puts them at a higher risk of infection by diseases like tuberculosis, malaria, HIV/AIDS, and diarrheal diseases. Malnutrition also undermines the immune system, which exposes individuals to infections and impairs the healing of a disease
**.** The World Health Organization (WHO, 2022) states that almost half of all children under five years old die because of undernutrition, which proves the close relationship between poverty, hunger, and the burden of infectious diseases. Impoverishment also restricts the uptake of preventive health care options such as vaccinations and early detection of diseases. Communicable diseases in several low-income countries create a chain of poverty through poverty, productivity, healthcare costs, and economic and educational opportunity restrictions.
Universal primary education is very important in the prevention of communicable diseases through health literacy and healthy behaviors. Education improves the awareness of individuals on hygiene behavior, disease transmission, and preventative practices of vaccination and sanitation (Ntunja et al., 2025). Children, especially girls, who get formal education are likely to lead healthier lives and make better healthcare choices in their lives and on behalf of their families.
Besides, child health outcomes are closely linked with maternal education. Basic education enables mothers to adopt a good level of hygiene, immunization, and timely access to medical services for their children. On the contrary, the absence of education leads to poor hygiene practices, the spread of diseases, and high rates of child morbidity and mortality.
**Goal 3 & 4: Promote Gender equality and empower women, and reduce child mortality rates**
Enhancing maternal education is important for increasing family hygiene and helps reduce the transmission of communicable diseases. Learned mothers will have a better knowledge of the significance of handwashing, safe water use, good sanitation, vaccination, and seeking medical attention in time, which greatly reduces the chances of getting infections like diarrhea, pneumonia, malaria, and measles. These better practices can stop the spread of the disease in the household and community, especially among the weak children. A significant child killer in the world is the case of communicable diseases, particularly in low-income areas where education and health facilities are of low accessibility.
Nigeria and Niger are among the countries in sub-Saharan Africa that record the highest mortality rates under-five years of age, with over 100 deaths per 1,000 live births. This is a result of preventable infectious diseases and poor living conditions (Nwanze et al., 2023). In comparison, less developed countries in Europe and North America experience less than 5 deaths per 1,000 live births, which is a sign of better health and more maternal education. The Sustainable Development Goals have global initiatives to lower under-five mortality to a minimum of 25 deaths per 1,000 live births by the year 2030 through education of women, increased immunization programs, improved sanitation, and improved healthcare systems. Thus, educating women is a core method of minimizing communicable diseases and enhancing child survival.
**Goal 5 & 6: Improving maternal health and combating HIV/AIDS, malaria, and other diseases**
Maternal health is directly associated with communicable diseases, especially HIV/AIDS and malaria. Physiological changes that occur during pregnancy make pregnant women more susceptible to infections and infectious diseases, which may result in severe maternal and neonatal complications. Pregnant women with HIV infection may cause mother-to-child infection, and malaria will heighten the chances of anemia, miscarriage, low birth weight, and maternal death (Kumar et al., 2022).
The MDGs gave priority to the need to reduce maternal mortality and fight the major infectious diseases. Significant progress can be made with the help of antiretroviral therapy (ART), insecticide-treated bed. nets and greater access to prenatal care interventions. Nevertheless, the maternal mortality in most of the low-income countries is still unacceptable. According to WHO (2022), around 287,000 women died because of pregnancy-related conditions in 2020, and most of the deaths were observed in settings with limited resources.
**Plans to fight HIV/AIDS and Malaria**
Nations across the world have adopted evidence-based interventions under global initiatives under MDGs and SDGs to minimize the burden of malaria and HIV/AIDS. These include:
Increase in HIV testing and treatment.
Mother-to-child prevention of child transmission (PMTCT) services.
Insecticide-impregnated mosquito nets distribution.
The inside spraying and environmental control.
The shift to SDGs had nationwide health system strengthening and universal health coverage (UHC) as opposed to disease-related interventions. This change acknowledges that to achieve sustainable gains on maternal and population health, it is necessary to implement integrated measures at social, economic, and environmental levels of determinants of health. To the nursing practice, especially at the advanced practice level or DNP level, these objectives indicate the significance of evidence-based interventions, interdisciplinary teamwork, and culturally competent care in communicable disease and maternal health disparities resolution.
**Goal 7 & 8: Ensuring environmental sustainability and global partnership development**
The environmental factors are very important in the transmission of communicable diseases. The lack of cleanliness, drinking water, congested housing, and environmental contamination are major causes of susceptibility to infectious diseases. Poor waste disposal and open defecation are the causes of the dissemination of water-borne diseases like cholera, typhoid fever, and diarrheal diseases.
Informal settlements and slum houses usually lack proper infrastructure, which predisposes the pathogenesis of respiratory and insect-laden diseases. Indicatively, congestion helps in spreading tuberculosis and respiratory diseases, whereas stagnant water breeds mosquitoes and carries malaria.
International collaboration is the key to combating communicable diseases and sustainable development. MDG 8 encouraged the governments, non-governmental organizations (NGOs), international agencies, and the private sector to work together and share resources and knowledge. This participative approach has led to many global health initiatives, such as the Global Fund to Fight AIDS, Tuberculosis, and Malaria, and Gavi, the Vaccine Alliance. The SDGs also strengthened international cooperation by promoting multisectoral cooperation and collective responsibility for global health.
Partnerships aid in the transfer of technology, capacity building, research innovation, and equal access to healthcare services. In the case of nursing professionals, global initiatives increase their chances of knowledge sharing and growth in leadership, as well as community-based interventions to minimize the effects of communicable diseases.
**Implications for Global Health, Nursing Practice, and DNP Essentials**
The change of MDGs into SDGs demonstrates the shift in the paradigm of targeted disease control to integrated and sustainable development. From a global health perspective, the MDGs and SDGs offer a framework in the examination of health disparities and intervening at local, national, and international levels. Combining scientific evidence, interprofessional collaboration, and population health strategies adheres to the DNP essentials, specifically, in terms of clinical prevention, leadership, and systems-level thinking.
Nursing practice is vital in the attainment of these objectives by promoting health, preventing diseases, participating in communities, and advocating for policies. Nurses are in a unique position to deal with social determinants of health, introduce actions that are evidence-based, and affect the health behaviors of diverse populations. Nursing professionals can help decrease health disparities and enhance population health outcomes by applying MDG and SDG principles into practice.
**Summary**
The Millennium Development Goals gave a guideline on how the world can intervene in order to eliminate poverty and improve. health results, and fight communicable diseases. Their transformation into Sustainable Development Goals indicates the necessity of a coherent and multipolar approach to sustainable development and global health. The interrelations of the MDGs with communicable diseases prove that socioeconomic, educational, gender, and environmental factors play a central role in influencing health outcomes.
The goals on poverty reduction, education, gender equality, maternal health, environmental sustainability, and global partnerships are aimed at influencing the course of communicable disease prevention and control. This vision is enlarged by the SDGs through the provision of universal health coverage, equity, and sustainable systems.
The MDGs and SDGs offer a strategic framework in the global health and nursing practice with respect to tackling health inequalities, healthcare delivery, and population health. Through combining scientific knowledge, collaborative practice, and community-based approaches, healthcare professionals can play a significant role in ensuring the realization of sustainable health outcomes across the world.
**References**
Kumar, M., Saadaoui, M., & Al Khodor, S. (2022). Infections and Pregnancy: Effects on Maternal and Child Health.
_Frontiers in Cellular and Infection Microbiology_,
_12_. https://doi.org/10.3389/fcimb.2022.873253
Kurjak, A., Stanojević, M., & Dudenhausen, J. (2022). Why maternal mortality in the world remains tragedy in low-income countries and shame for high-income ones: will sustainable development goals (SDG) help?
_Journal of Perinatal Medicine_,
_0_(0). https://doi.org/10.1515/jpm-2022-0061
Ntunja, A., Baloyi, W. T.-H., Teare, J., Oyedele Opeoluwa, & Melariri, P. (2025). Impact of Educational Intervention on Hygiene Knowledge and Practices of Sanitation Workers Globally: A Systematic Review.
_Scientifica_,
_2025_(1). https://doi.org/10.1155/sci5/3265559
Nwanze, L. D., Siuliman, A., & Ibrahim, N. (2023). Factors associated with infant mortality in Nigeria: A scoping review.
_PLOS ONE_,
_18_(11), e0294434–e0294434. https://doi.org/10.1371/journal.pone.0294434
Ugwu, C. N., Ugwu, O. P.-C., Alum, E. U., Eze, V. H. U., Basajja, M., Ugwu, J. N., Ogenyi, F. C., Ejemot-Nwadiaro, R. I., Okon, M. B., Egba, S. I., & Uti, D. E. (2025). Sustainable development goals (SDGs) and resilient healthcare systems: Addressing medicine and public health challenges in conflict zones.
_Medicine_,
_104_(7), e41535. https://doi.org/10.1097/md.0000000000041535
World Health Organization. (2022, January 28).
_Child mortality (under 5 years)_. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/child-mortality-under-5-years
**Health_Reform_Policy_to_Practice_Oregons_Path_to_…_—-_III._Future_Implications_for_State_and_National_Health_Reform.pdf**
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**Spring2022DNP8100-rubricWeek6assignment-.docx**
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**Understanding_Health_Care_Reform_Bridging_the_Gap_…_—-_Chapter_9_How_Will_Health_Care_Reform_Change_the_Way_We_Practice_Medic….pdf**
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