Environmental Factors and Health Promotion Presentation: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

The growth, development, and learned behaviors that occur during the first year of infancy have a direct effect on the individual throughout a lifetime. For this assignment, research an environmental factor that poses a threat to the health or safety of infants and develop a health promotion that can be presented to caregivers.

Create a 10-12 slide PowerPoint health promotion, with speaker notes, that outlines a teaching plan. For the presentation of your PowerPoint, use Loom to create a voice over or a video. Include an additional slide for the Loom link at the beginning, and an additional slide for references at the end.

In developing your PowerPoint, take into consideration the health care literacy level of your target audience, as well as the demographic of the caregiver/patient (socioeconomic level, language, culture, and any other relevant characteristic of the caregiver) for which the presentation is tailored.

Include the following in your presentation:

1. Describe the selected environmental factor. Explain how the environmental factor you selected can potentially affect the health or safety of infants.
2. Create a health promotion plan that can be presented to caregivers to address the environmental factor and improve the overall health and well-being of infants.
3. Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
4. Offer examples, interventions, and suggestions from evidence-based research. At least three scholarly resources are required. Two of the three resources must be peer-reviewed and no more than 6 years old.
5. Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Refer to the resource, “Loom,” located in the Student Success Center, for additional guidance on recording your presentation.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.

Assignment: Evidence-Based Project

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. You should not be using systematic reviews for this assignment, select original research articles.
• Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
• Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: An Introduction to Clinical Inquiry Medication errors

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.I choose(Medication errors.)This clinical issue will remain the same for the entire course and will be the basis for the development of your PICOT question
• Describe how you used keywords to search on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four peer-reviewed articles you selected.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

• The full citation of each peer-reviewed article in APA format.
• A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
• A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
• A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
• A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Note: Part 1 is a 4-5 slide PowerPoint and Part 2 is the Matrix.

Learning Resources

Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 2, “Asking Compelling Clinical Questions” (pp. 33–54)
Chapter 21, “Generating Evidence Through Quantitative and Qualitative Research” (pp. 607–653)

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x
Note: You will access this article from the Walden Library databases.

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488
Note: You will access this article from the Walden Library databases.

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485
Note: You will access this article from the Walden Library databases.

Walden University Library. (n.d.-a). Databases A-Z: Nursing. Retrieved September 6, 2019, from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.-b). Evaluating resources: Primary & secondary sources. Retrieved January 22, 2020, from https://academicguides.waldenu.edu/library/evaluating/sources

Walden University Library. (n.d.-f). Keyword searching: Finding articles on your topic: Boolean terms. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/boolean

Walden University Library. (n.d.-g). Keyword searching: Finding articles on your topic: Introduction to keyword searching. Retrieved September 19, 2018, from http://academicguides.waldenu.edu/library/keyword/searching-basics 

Walden University Library. (n.d.-i). Quick Answers: What are filtered and unfiltered resources in nursing? Retrieved September 6, 2019, from https://academicanswers.waldenu.edu/faq/73299

Document: Matrix Worksheet Template (Word Document)

Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Summarize, for a country of your choice: (India)

• group of non-communicable diseases: Cardiovascular Disease (Ischemic heart, stroke) 

Include in your presentation:

• the people most affected by this disease or diseases
• key risk factors
• the economic and social costs of the disease(s)
• what might be done to address the disease(s) in cost-effective ways.
• key organizations and institutions, their roles, and the manner in which they can cooperate to address these key global health issues

Direction:

1. 4 pages
2. Use a minimum of three scholarly sources and cite your sources.
3. Write in a professional manner with a logical sequence.
4. No plagiarism 
5. APA format  

Textbook : Global Health 101

4th Edition

Author: Richard Skolnik

Publisher: Jones and Bartlett Learning

Year: 2019

Directions:
With the realization that pain is highly prevalent among older adults, please answer the following questions.

150+ words at least per question

Cite resources

Questions:
1. What are some ways you as the nurse can utilize to determine pain in the older adult?
2. What are some of the potential barriers related to self-reporting of pain in the older adult?
3. What is the prevalence of pain in the older adult?
4. Describe and compare your findings for each of the following:
a. Numeric rating scale
b. Visual analog scale
c. McGill pain questionnaire
d. Pain in dementia patients

Topic; Reduce pregnancies among adolescent females aged 15-17years

Guideline: Less than 5years scholarly article and less than 10% similarities.

Diabetes Mellitus is chosen as a selected problem for promoting a better patient outcome and improve the standard of care since this is a chronic condition and has long-term effects that cause an increase in mortality rate. Evidence is one of the keys to providing a vision on the ways to improve the quality of care and bridging the knowledge gap.

The first common barriers to evidence translation in addressing this practice problem is knowledge and awareness. Patients should get an education on keeping the blood sugar levels on target and be aware of the ways of keeping track of their blood glucose levels. On the other hand, it is also important for the health care professional to have adequate knowledge of providing diabetic education for the patient during discharge to prevent readmission. Skills are necessary for the patients who are discharged and need insulin administration and therefore if the patient is not practiced in skills it can lead to uncontrolled diabetes and patients often get readmitted with the complications associated with diabetes mellitus. Acceptance and beliefs could be one of the barriers which are in the patients as well as with the health care professionals. Patients with a multicultural background with certain beliefs often practice herbal medicines or any traditional methods to control blood sugar which causes a drug to drug interactions. To accept a new change is difficult for the patient and therefore will see fewer effects in controlling blood sugar levels. Health care professionals should collaborate with the diabetic educators and should bring new practices based on new evidence.

The strategies which we can apply in this practice problem could be first with an Inter-Professional Collaboration (IPC) with the stakeholders specifically with the diabetic educator. Interprofessional collaboration is the key to attain the goal specifically for chronic care conditions which includes diabetes mellitus. According to Van, D. G et al,. (2020), IPC between physicians, physicians’ trainees, nurses which includes senior staff nurses, and diabetic educators has provided a better training program that helps the patient to improve their diabetic health. Stakeholders can be well engaged for further exploration by sharing the information, gathering the research and evidence, consultation, participation, and collaboration (White, K. M et al,. 2016).

To determine which evidence to implement is the most challenging implementation, however, it is also important to get the evidence and follow the interventions based on the purpose and outcome of the interventions.  The research data would provide the evidence on a practice which is followed and so the first vital source is finding out the research questions and the outcome. The two most important diabetic intervention includes diet and exercises in different forms such as aerobic, tai chi, yoga, swimming.

Change is not easy and if a change has happened, I believe the appropriate rational and a tentative outcome is essential to be informed for creating team effort and motivation. To determine continuity and sustainability of the change, the DNP scholar should assess the educational programs and should promote adequate resource to educational meetings, team huddle to assess the pros and cons, meetings and getting opinion with the nurse leaders, clinical audit and feedback is also needed and provide complete information on the new evidence provided (Dang, et al. 2018)

Please make a comment for this discussion board with at least 2 paragraphs and 2 sources no later than 5 years

   ESSAY BOUT THE MOST CONTAGIOUS DISEASES AND ITS PHARMACOLOGICAL MANAGEMENT.

( MEANING THE MOST MEDICATION USED IN THE MOST CONTAGIOUS DISEASES) 

I need a response to the following 2 peers

Peer 1

Elements of Malpractice in Nursing

A nursing intervention may result to a medical error, and this error may occur due to the nurse’s failure to competently treat a patient. This occurrence constitutes a case of malpractice, and it is associated with various elements including negligence. As one of these elements, negligence involves failing to follow the due clinical procedures or directives for performing an intervention. This is noticeable in a scenario where a nurse, instead of examining a patient and performing diagnosis tests, puts a patient on a medication regimen (Cheluvappa & Selvendran, 2020). This amounts to negligence because the nurse fails to perform diagnosis, which is necessary to inform the kind of treatment to administer.

Breach of duty, still, is an element linked to the act of malpractice. It is characterized by a provider failing to meet the required standards of caring for patients. A nurse has a duty of preventing injury of the patient by administering the correct medication. If a nurse receives instructions from a physician to administer a certain medication, and the nurse instead of administering the medication, administers another medication that serves the same purpose, this amounts to breach of duty (Kim, 2017). This is because they go against the physicians’ decisions to have the patient receive a particular treatment that might be less risky. 

Cases of malpractice can be costly to the nurses and the organizations they work for, and this warrants the need for nurses as well as hospitals to prevent these cases. For nurses, adopting measures or practices such as documentation medical information in clear and accurate manner, can help limit their risks of making mistakes. Being consistent in observing the protocols of administering care, still, can limit the occurrence of negligence (Hågensen et al.,2018). 

PEER 2

 Advanced nurse practitioners work in complex healthcare environment vulnerable to malpractice lawsuits. Over the past years, malpractice lawsuits have increased as healthcare consumers become informed (Myers, Sawicki, Heard, Camargo Jr & Mort, 2020). Medical malpractice is defined as any act or omission by a physician during treatment of a patient that deviates from accepted norms of practice in the medical community and causes an injury to the patient. it is a subset of tort law that deals with professional negligence. Professional negligence is defined as conduct that fall short of a standard by a reasonable professional (Cooper, 2016). Negligence can be a result in diagnosis errors, errors in treatment, aftercare, or management. The four core elements of medical malpractice personal injury include duty, breach of duty, damage, and cause (Joel, 2017). For a patient to claim malpractice, they must demonstrate that a healthcare practitioner owed them a duty to care. Duty of care is based on nurse-patient or physician-patient relationship. The healthcare practitioner who had the duty of care must have failed n their duty by not exercising the expected degree of care that another professional in the same capacity and specialty would have used in an equal situation. In this case, an expert must testify as to what constitutes appropriate standard of care. The expert must hold the same or higher qualification in the same field or be a professional or regulatory body. The patient must demonstrate that the breach of duty resulted to damage, including emotion or physical injury. The breach of duty may cause a new injury or worsen an existing injury. Finally, it must be proven beyond reasonable doubt that the breach of duty by the practitioner caused the injury. For instance, the patient or plentiful must demonstrate that a medical error led to injury or harm.  

• Do you think there is one type of research (quantitative or qualitative) that is inherently more rigorous than the other? If so, identify which one and why. If not, discuss your reasoning.
• a brief summary of your research article analysis and the correct APA citation for the article.
• Outline how the study’s qualitative data collection and analysis did, or did not, promote rigor, provide scientific or systematic scaffolding, and/or generate a more thorough analysis of the research topic.