Week 4: Epidemiology & Disaster Management
Part I Epidemiology Discussion:
Find a general news article that pertains to public health either nationally, state, or locally. It is important that your information is not older than approximately 14-30 days and was published in the general mainstream news media, newspapers, general circulation magazines, and website news (not professional literature).
There are enough public health issues in the news so no credit will be given for duplicate articles within groups. Thus, if you know which article you will use, it’s okay to post that information in your group’s discussion prior to your initial post.
1. Attach a link to the original source or copy (control c) and paste it (control v) into the D2L discussion.
2. Describe the issue.
3. Using resources from week 1- identify the role of public health in addressing the issue. Cite sources.
4. Using resources from this week, how will the tools of epidemiology assist in identifying ways to intervene in this problem? Cite sources.
5. Identify and describe one Public Health Intervention (hint 17 wedges pick something other than health education/teaching) that could be used as an action to address this issue.
Part 2 Disaster Management Discussion:
Using three of the topic resources, text, movie, online simulation, or PDF articles, complete the following questions and post to your discussion group. References to at least three separate resources must be cited in your answers and referenced at the end of your posting.
1. Identify and differentiate key strategies used by each WHO, CDC, and State Department of Health in managing a global crisis.
2. Describe the health and safety hazards of disasters and public health emergencies.
3. From your activities or experiences, briefly describe a few safety and infection control measures, including personal protective equipment, you have implemented during the Covid-19 pandemic and why they are essential for public health during a disaster.
4. Emergency preparedness brings up the rights of the individual versus the good of all (ethics/social justice). Identify and discuss an issue from the course resources that illustrate this conflict.
5. As nurses you will be on the front line in emergency preparedness. What are moral/ethical issues that arise for you personally/professionally? Why? Refer to course content.
6. Locate the website for the Public Health Emergency Preparedness Agency (national, state, or local community). Choose one useful topic link and share a summary with your group.
PART I
Foundational Concepts
for Public Health
Nursing Practice
1 Introduction to Public Health Nursing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2 Evidence-Based Public Health Nursing Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
C
o
p
y
r
i
g
h
t
2
0
1
8
.
S
i
g
m
a
.
A
l
l
r
i
g
h
t
s
r
e
s
e
r
v
e
d
.
M
a
y
n
o
t
b
e
r
e
p
r
o
d
u
c
e
d
i
n
a
n
y
f
o
r
m
w
i
t
h
o
u
t
p
e
r
m
i
s
s
i
o
n
f
r
o
m
t
h
e
p
u
b
l
i
s
h
e
r
,
e
x
c
e
p
t
f
a
i
r
u
s
e
s
p
e
r
m
i
t
t
e
d
u
n
d
e
r
U
.
S
.
o
r
a
p
p
l
i
c
a
b
l
e
c
o
p
y
r
i
g
h
t
l
a
w
.
EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 1/15/2023 5:35 AM via MINNESOTA STATE UNIVERSITY – MANKATO
AN: 1917387 ; Patricia M. Schoon, Carolyn M. Porta, Marjorie A. Schaffer.; Population-Based Public Health Clinical Manual, Third Edition: The Henry Street Model
for Nurses
Account: s4200124.main.ehost
EBSCOhost – printed on 1/15/2023 5:35 AM via MINNESOTA STATE UNIVERSITY – MANKATO. All use subject to https://www.ebsco.com/terms-of-use
3
‘‘
’’
CHAPTER
1Introduction to Public
Health Nursing Practice
n Patricia M. Schoon
with Marjorie A. Schaffer and Jill Timm
Abby will soon be starting her public health nursing clinical and is struggling with the idea of practicing
nursing outside the hospital. She is talking about public health clinicals with Alberto and Sia at lunch.
“I can’t imagine myself out in someone’s home, or in a school, or in a community center or public health
agency. I’m not sure I know what I’m supposed to do. I also wonder how I will be respected without scrubs
or my uniform. Is it really true that one of the most important skills in public health is listening and that
sometimes that is all that you do? I feel like I should be doing something more.”
Alberto responds, “My friend, Zack, had public health last semester. He said that it was interesting to
consider listening as its own intervention. It was hard to not jump in and ‘teach’ immediately. He often
wanted to do more. After a while, he started to get comfortable and also started to understand the benefits
of really trying to understand the perspectives of clients in the community.”
Sia comments, “I worry about all of this too. I was talking with Jen, a friend of mine who took public
health last year. She said that on her first home visit, she went with her public health nursing preceptor.
This gave her a chance to get a sense for the family’s needs and possible interventions.”
Abby says, “I am really worried about
PART II
Entry-Level Population-Based
Public Health Nursing
Competencies
3 COMPETENCY 1: Applies the Public Health Nursing Process to Communities, Systems,
Individuals, and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4 COMPETENCY 2: Utilizes Basic Epidemiological (The Incidence, Distribution, and
Control of Disease in a Population) Principles in Public Health Nursing Practice . . . . . . . . . . . . . . . 75
5 COMPETENCY 3: Utilizes the Principles and Science of Environmental Health to Promote
Safe and Sustainable Environments for Individuals/Families, Systems, and Communities . . . . . . . 95
6 COMPETENCY 4: Practices Within the Auspices of the Nurse Practice Act . . . . . . . . . . . . . . . . . . . . 127
7 COMPETENCY 5: Works Within the Responsibility and Authority of the Governmental
Public Health System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
8 COMPETENCY 6: Utilizes Collaboration to Achieve Public Health Goals . . . . . . . . . . . . . . . . . . . . . 167
9 COMPETENCY 7: Effectively Communicates With Communities, Systems, Individuals,
Families, and Colleagues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
10 COMPETENCY 8: Establishes and Maintains Caring Relationships With Communities,
Systems, Individuals, and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
11 COMPETENCY 9: Incorporates Mental, Physical, Emotional, Social, and Spiritual Aspects
of Health Into Assessment, Planning, Implementation, and Evaluation . . . . . . . . . . . . . . . . . . . . . . . 221
12 COMPETENCY 10: Demonstrates Nonjudgmental/ Unconditional Acceptance of People
Different From Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
13 COMPETENCY 11: Shows Evidence of Commitment to Social Justice, the Greater Good,
and the Public Health Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
14 COMPETENCY 12: Demonstra
Public/Community Health
and Nursing Practice
CARING FOR POPULATIONS
SECOND EDITION
7711_FM_i-xviii 21/08/19 11:08 AM Page i
Public/Community Health
and Nursing Practice
CARING FOR POPULATIONS
SECOND EDITION
Christine L. Savage, PhD, RN, FAAN
Professor Emerita
Johns Hopkins University School of Nursing
Baltimore, Maryland
7711_FM_i-xviii 21/08/19 11:08 AM Page iii
F. A. Davis Company
1915 Arch Street
Philadelphia, PA 19103
www.fadavis.com
Copyright © 2020 by F. A. Davis Company
Copyright © 2020, 2016 by F. A. Davis Company. All rights reserved. This book is protected by copyright. No part of it may
be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without written permission from the publisher.
Printed in the United States of America
Last digit indicates print number: 10 9 8 7 6 5 4 3 2 1
Publisher, Nursing: Terri Wood Allen
Senior Content Project Manager: Elizabeth Hart
Digital Project Manager: Kate Crowley
Design and Illustration Manager: Carolyn O’Brien
As new scientific information becomes available through basic and clinical research, recommended treatments and drug
therapies undergo changes. The author(s) and publisher have done everything possible to make this book accurate, up to
date, and in accord with accepted standards at the time of publication. The author(s), editors, and publisher are not responsible
for errors or omissions or for consequences from application of the book, and make no warranty, expressed or implied, in
regard to the contents of the book. Any practice described in this book should be applied by the reader in accordance with
professional standards of care used in regard to the unique circumstances that may apply in each situation. The reader is ad-
vised always to check product information (package inserts) for changes and new information regarding dose and contraindi-
cations before administering any drug. Caution is especially urged when using new or infrequently ordered drugs.
Library of Congress Cataloging-in-Publication Data
Names: Savage, Christine L., author.
Title: Public/community health and nursing practice : caring for populations
/ Christine L. Savage.
Other titles: Public health science and nursing practice
Description: 2nd edition. | Philadelphia : F.A. Davis Company, [2020] |
Preceded by: Public health science and nursing practice / Christine L.
Savage, Joan E. Kub, Sara L. Groves, 2016. | Includes bibliographical
references and index.
Identifiers: LCCN 2019007149 (print) | LCCN 2019008721 (ebook) | ISBN
9780803699878 (ebook) | ISBN 9780803677111 (pbk.)
Subjects: | MESH: Public Health Nursing | Commu
Cornerstones of Public Health Nursing
Revised 2007 1 Minnesota Department of Health
Adpated from Original by Center for Public Health Nursing, 2004
Public Health Nursing Practice:
Focuses on the health of entire populations
Reflects community priorities and needs
Establishes caring relationships with communities, systems,
individuals and families
Grounded in social justice, compassion, sensitivity to diversity,
and respect for the worth of all people, especially the vulnerable
Encompasses mental, physical, emotional, social, spiritual, and
environmental aspects of health
Promotes health through strategies driven by epidemiological
evidence
Collaborates with community resources to achieve those
strategies, but can and will work alone if necessary
Derives its authority for independent action from the Nurse
Practice Act
Cornerstones from Public Health Cornerstones from Nursing
Population based Relationship based
Grounded in social justice Grounded in an ethic of caring
Focus on greater good Sensitivity to diversity
Focus on health promotion and prevention Holistic focus
Does what others cannot or will not Respect for the worth of all
Driven by the science of epidemiology Independent action
Organizes community resources
Long-term commitment to the community
Definitions
Public Health
Public health is what we, as a society, do collectively to assure the conditions in which
people can be healthy.1
“Public Health is the Science and Art of preventing disease, prolonging life, and
promoting health and efficiency through organized community effort for the sanitation
of the environment, the control of communicable disease, and the development of the
social machinery to insure everyone a standard of living adequate for the maintenance
of health, so organizing these benefits as to enable every citizen to realize his birthright
of health and longevity.”2
Nursing
“[Nursing is defined to have] charge of the personal health of somebody… and what
nursing has to do… is to put the patient in the best condition for nature to act upon
him.”3
“The unique function of the nurse is to assist the individual, sick or well, in the
performance of those activities contributing to his health or recovery (or to peaceful
death) that he would perform unaided if he had the necessary strength, will, or
knowledge. And to do this in such a way as to help him gain independence as rapidly as
possible… [The nurse] is temporarily the consciousness of the unconscious, the love of
life for the suicidal, the leg of the amputee, the eyes of the newly bli
THE 10 ESSENTIAL
PUBLIC HEALTH
SERVICES
To protect and promote the health of all people in
all communities
The 10 Essential Public Health Services provide a
framework for public health to protect and promote
the health of all people in all communities. To achieve
equity, the Essential Public Health Services actively promote
policies, systems, and overall community conditions that
enable optimal health for all and seek to remove systemic
and structural barriers that have resulted in health inequities.
Such barriers include poverty, racism, gender discrimination,
ableism, and other forms of oppression. Everyone should
have a fair and just opportunity to achieve optimal health
and well-being.
ESSENTIAL PUBLIC HEALTH SERVICE #1
Assess and monitor population
health status, factors that influence
health, and community needs and
assets
ESSENTIAL PUBLIC HEALTH SERVICE #3
Communicate effectively to inform
and educate people about health,
factors that influence it, and how to
improve it
ESSENTIAL PUBLIC HEALTH SERVICE #6
Utilize legal and regulatory actions
designed to improve and protect the
public’s health
ESSENTIAL PUBLIC HEALTH SERVICE #7
Assure an effective system that
enables equitable access to the
individual services and care needed
to be healthy
ESSENTIAL PUBLIC HEALTH SERVICE #9
Improve and innovate public health
functions through ongoing evaluation,
research, and continuous quality
improvement
ESSENTIAL PUBLIC HEALTH SERVICE #10
Build and maintain a strong
organizational infrastructure for
public health
ESSENTIAL PUBLIC HEALTH SERVICE #8
Build and support a diverse and
skilled public health workforce
ESSENTIAL PUBLIC HEALTH SERVICE #5
Create, champion, and implement
policies, plans, and laws that impact
health
ESSENTIAL PUBLIC HEALTH SERVICE #4
Strengthen, support, and mobilize
communities and partnerships to
improve health
ESSENTIAL PUBLIC HEALTH SERVICE #2
Investigate, diagnose, and address
health problems and hazards
affecting the population
Created 2020
2Created 2020
ESSENTIAL PUBLIC
HEALTH SERVICE #1
Assess and monitor population health status,
factors that influence health, and community
needs and assets
• Maintaining an ongoing understanding
of health in the jurisdiction by collecting,
monitoring, and analyzing data on health
and factors that influence health to
identify threats, patterns, and emerging
issues, with a particular emphasis on
disproportionately affected populations
• Using data and information to
determine the root causes of health
disparities and inequities
• Working with the community to
understand health status, needs, assets,
key influences, and narrative
• Collaborating and facilitating data
sharing with partners, including multi-
sector partner
Public health interventions:
Applications for public health
nursing practice
SECOND EDITION
2019
Public health interventions: Applications for public health nursing practice
Second edition
Marjorie Schaffer, PhD, RN, PHN
Susan Strohschein, DNP, RN, PHN (retired)
Suggested citation: Minnesota Department of Health. (2019). Public health interventions: Applications for
public health nursing practice (2nd ed.).
Minnesota Department of Health
Community Health Division
PO Box 64975
St. Paul, MN 55164-0975
651-201-3880
[email protected]
www.health.state.mn.us
To obtain this information in a different format, call: 651-201-3880.
Contents
Acknowledgements ……………………………………………………………………………………………………………………………. 5
Foreword …………………………………………………………………………………………………………………………………………… 7
Introduction ………………………………………………………………………………………………………………………………………. 8
Overview of evidence-based practice and related topics …………………………………………………………………… 17
Red wedge ………………………………………………………………………………………………………………………………………. 25
Surveillance …………………………………………………………………………………………………………………………………. 25
Disease and health event investigation …………………………………………………………………………………………… 40
Outreach ……………………………………………………………………………………………………………………………………… 53
Screening …………………………………………………………………………………………………………………………………….. 65
8515 Georgia Avenue, Suite 400
Silver Spring, MD 20910
www.nursingworld.org
Who Will Be There?
Ethics, the law, and a nurse’s duty to respond in a disaster
When disaster strikes, nurses are needed
Registered nurses have consistently shown to be reliable responders, and their compassionate nature
typically compels them to respond to those in need, even when it puts their own safety or well-being at risk.
There is a strong relationship between the nurse and the public who expects that nurses and other health
care providers will respond to their needs in an infectious disease emergency or in other types of disaster
resulting in mass injury or illness. Society, as such, sanctions professions to be self-regulating on the
understanding that such a response would occur. But do registered nurses have a contractual “duty” to
answer a call to help in disaster situations? Do they have an ethical obligation to respond? Can the law
require them to respond?
A nurse’s duty to care is an ethical component of the nurse-patient relationship that can be inferred from
Provision 2 of the ANA Code of Ethics for Nurses with Interpretive Statements which states that “the nurse’s
primary commitment is to the patient.” However, nurses not only have an ethical obligation to care for
others but also to care for themselves. Provision 5 of the Code states that the nurse owes the same duty to
self as to others. This conflict of obligation is especially prominent during times of disaster when nurses are
put in the position to provide care to critically ill or wounded patients for extended periods of time. During
these times of pandemics or natural catastrophes, nurses and other health care providers must decide how
much high quality care they can provide to
others while also taking care of themselves.
Registered nurses, especially those in non-
emergency response functions, may find
themselves in a difficult predicament. They
are called upon to respond in times of mass
casualty—such as a catastrophic weather
event (hurricanes/floods) — or when the
nature of their work puts them at risk for
exposure—such as influenza or other
infectious disease pandemics. It is
reassuring to know that because of their
compassionate nature and the nature of
their role as caregiver, registered nurses are
typically willing to respond. But many other
registered nurses struggle with the call to respond. This is especially true if the nurse feels physically unsafe
in the response situation, if there is inadequate support for meeting the nurses own family’s needs, or if the
nurse is concerned about professional ethical and legal protection for nursing care in a crisis situation.
COVID-19: How to Protect Yourself & Others
PPE and Infection Control in Schools
August 25, 2020
Paula Conrad, MSN, RN, CNL, CCRN, CPN
Infection Preventionist
Renee LeHane, BSN, RN
Infection Preventionist
2
Disclosures / Disclaimer
I have no financial disclosure or conflict of interest concerning the material
discussed in this presentation.
The COVID-19 pandemic is a rapidly evolving incident: please refer to the Centers
for Disease Control and Prevention’s COVID-19 website for the most up-to-date
information and resources.
The information in “The School Nurse & COVID-19” series are recommendations at
this point in time on August 20, 2020, based on CDC and DESE guidance.
3
DESE Guidelines
Health and safety/PPE supplies: Per the initial supply guidance issued by DESE, schools should have
an inventory of standard healthcare supplies (e.g., masks and gloves). Use of additional supplies
may be optional based on type of tasks performed (e.g., teachers do not need to wear gloves while
teaching but may need to during necessary contact with students, such as when providing physical
support to students with disabilities). All districts are eligible for federal CARES Act funds to support
these purchases.
Additional safety precautions are required for school nurses and/or any staff supporting students
with disabilities in close proximity, when distance is not possible: These precautions must include
eye protection (e.g., face shield or goggles) and a mask/face covering. Precautions may also include
gloves and disposable gowns or washable outer layer of clothing depending on duration of contact
and especially if the individual may come into close contact with bodily fluids
per DESE guidelines 6/25/20
4
What is PPE?
Personal Protective Equipment (PPE) protects you (the nurse, teacher or staff) from COVID-19 (or other
potentially infectious patients or materials) when interacting with others (students or other staff)
Worn to minimize/eliminate exposure
Cloth face coverings are NOT PPE and should not be worn for the care of people with suspected or
confirmed COVID-19
For COVID-19 it includes:
Ear-loop or surgical mask
NIOSH-approved Respirator (N95)
Eye protection
Gown
Gloves
5
PPE Recommendations for Direct Service Providers
per DESE guidelines 6/25/20
Classifications N95 or KN95 Face Shield
Disposable
Gown
Disposable
Gloves
Gowns/
Coveralls
Cloth Face
Covering
Surgical
Mask
In care areas of students with suspected
COVID-19
X X X X X
X
(w/ face shield if
N95 not available)
Social Science & Medicine 282 (2021) 114171
Available online 21 June 2021
0277-9536/© 2021 Elsevier Ltd. All rights reserved.
Awareness of ethical dilemmas enhances public support for the principle of
saving more lives in the United States: A survey experiment based on
ethical allocation of scarce ventilators
Birendra Rai a, Liang Choon Wang a,*, Simone Pandit a, Toby Handfield b, Chiu Ki So a
a Department of Economics, Monash University, Clayton, Victoria, 3800, Australia
b School of Philosophical, Historical, and International Studies, Monash University, Clayton, Victoria, 3800, Australia
A R T I C L E I N F O
Keywords:
The principle of saving more lives
Allocation of scarce medical resources
Ethical dilemmas faced by public health experts
Trust in science and experts
A B S T R A C T
Recommendations by health experts to deal with public health emergencies are primarily guided by the principle
of “saving more lives”. It is unclear whether people perceive this principle as ethically more legitimate than some
other principle such as “saving more life-years”. Understanding the answer to this question is particularly
relevant to the allocation of scarce medical resources during public health emergencies. Different principles
typically lead to different allocations, and consequently have dramatically different implications as to who
survives and who dies. We fielded an online randomized controlled survey experiment in the context of scarce
ventilator allocation with a demographically representative sample of US adults (n = 700) from October 22 to
October 30, 2020. Participants faced hypothetical situations where they had to allocate few available ventilators
among several needy patients. The experiment was designed such that the allocation decision made by a
participant can be used to infer the principle in line with their personal ethical values. We interpret this inferred
principle as the one that the participant perceives to be most legitimate. The treatment group, but not the control
group, was provided balanced information that described the ethical dilemmas faced by experts in developing
ventilator allocation guidelines. Nearly half of the participants in the control group perceive saving more lives
the most legitimate principle. Despite the balanced nature of the information, the perceived legitimacy of saving
more lives was 7⋅6 percentage points higher in the treatment group. The magnitude of this impact was partic-
ularly strong among republican-leaning participants, a subgroup that has less trust in experts according to
previous research. Our findings suggest that enhancing public awareness of ethical dilemmas faced by health
experts can increase the perceived legitimacy of their proposed guidelines even among those with lower trust in
experts.
1. Introduction
Recommendations
OR I G I N A L P A P E R
COVID 19: Ethical dilemmas in human lives
Smadar Bustan PhD1 | Mirco Nacoti MD2 | Professor Mylene Botbol-Baum PhD3 |
Katherine Fischkoff MD4 | Professor Rita Charon MD, PhD5 | Laure Madé MSc6 |
Jeremy R. Simon MD, PhD7 | Meinhard Kritzinger MD8
1Institute of Humanities, Sciences et Societies,
University of Paris Diderot, Paris, France
2Department of Anesthesia and Intensive
Care, Pediatric Intensive Care Unit, Papa
Giovanni XXIII Hospital, Bergamo, Italy
3Bioethics Center, University of Louvain,
Woluwe UCL, Louvain-la-Neuve, Belgium
4Department of Surgery, Columbia University
Medical Center, 177 Ft. Washington Ave.,
New York, New York
5Department of Medical Humanities and
Ethics, Columbia Vagelos College of
Physicians & Surgeons, Columbia University,
New York, New York
6Department of Infectious and Tropical
Diseases, Hospital Bichat Claude Bernard,
Paris, France
7Department of Emergency Medicine,
Columbia University, 622 W. 168th St., New
York, New York
8Department of Anesthesia and Intensive
Care, City Clinic Hospital, Waltraud Gebert
Deeg Strasse 3G, Bozen, South Tyrol, Italy
Correspondence
Smadar Bustan, PhD, University of Paris
Diderot, Institut Humanités, Sciences et
Sociétés, 5 Rue Thomas Mann, 75013 Paris,
France.
Email: [email protected]
Abstract
On 7 May 2020, Columbia University Global Centers hosted an online international
symposium on ethical dilemmas during the COVID-19 pandemic. This interdisciplin-
ary engagement between philosophers and Covid medical professionals reports the
challenges as well as the discrepancies between ethical guidelines and reality. This
collection of presentations identifies four key ethical dilemmas regarding responsibil-
ity, fairness, dignity and honouring death. In looking into accountability and consis-
tency in medical humanities, it examines whether the contextuality of coronavirus
across countries and cultures affected the ethical decision-making processes. This
work aims to provide a seminal resource for the development of a high-quality
roadmap in medical ethics for future health crises.
K E YWORD S
epistemology, healthcare, humanity, medical ethics, philosophy of medicine, public health
1 | GENERAL INTRODUCTION
Dr Smadar Bus
Why work with us?
Authenticity:
All of our papers are authentic, as each paper of ours is composed according to your unique requirements. Confidentiality: We value you data. Our company is extremely efficient in guarding the privacy of our clients. 100% Money Back Guarantee: In the event you cancel your order, you get your money back as soon as possible, we give a 100% refund. 24/7 Support: Our team members are available via email, live chat, and phone. Revision Policy: You can apply for a revision if you think your paper could be better. In this case, your paper will be revised either by the specialist assigned to you or by another writer.How the Platform Works
- Click on 'Place Your Order' tab on the menu or click on 'Order Now' tab at the bottom and a new order page will appear
- Fill in your requirements depending on your needs under the 'PAPER DETAILS' area
- In the next section, fill in the academic level, required number of pages, paper deadline as provided in the drop-down menus.
- To enter your registration details, click on 'CREATE ACCOUNT & SIGN IN'. This step allows you to create an account with us for purposes of record-keeping. Click on 'PROCEED TO CHECK OUT' at the bottom of the page
- The next section requires you to fill in the payment details. Follow the guided process and soon your order will be available for our team to work on.