Monthly Archives: May 2023

patient education

Read Chapter 6 & 7. Answer each question one by one.

1. Discuss the importance of effective communication in the personal relationship, the therapeutic relationship, and the relationship within the interprofessional health-care team.

2. What similarities and differences can you identify among the above interactions? 

3. Explain the concept of congruence between verbal and nonverbal communication.

4. There are many pitfalls to electronic communication. Identify a situation in which an electronic form of communication may result in miscommunication. What other methods of communication would have been more effective? 

5. How have you seen ISBAR used during your clinical experiences? 

6- Develop a hand-off report for yourself. Include items that you believe are pertinent for safe and effective nursing care. Refer to the information in the chapter for creating this report form. Using the information from the chapter, determine the effectiveness of the system currently in use on your unit for communicating shift-to-shift reports. 

7-Dr. Roberts comes into the nurses’ station demanding, “Where are Mr. Adams’s lab reports? I ordered these stat, and they’re not here! Who’s responsible for this patient?” How would you, as the nurse, respond? 

8-Explain the concept of accountability in the delegation. What are the legal ramifications of accountability in the delegation?

9. Dennie and Elias arrive in the unit for the 7:00 p.m. to 7:00 a.m. shift. Both nurses completed orientation 4 weeks ago. They find that they will be the only two RNs on the floor that night. There is a census of 48 clients. The remaining staff consists of two NAPs/UAPs and one LPN. What are the responsibilities of the RN, NAP/UAP, and LPN? Can Dennie and Elias effectively delegate client care tasks and care safely for all 48 clients? Use the Delegation Tree to make your decisions.

10. Discuss the differences between direct delegation and indirect delegation. 

1. You have to observe delegation procedures in your assigned unit:

A-What considerations does the RN take into account when delegating patient care? 

2-You have to look at the unit census and prioritize patient care:

A- Give the rationale for your choices.

3.Answer the following questions during your clinical experiences:

a. What specific tasks did your patients require that you might have been able to delegate?

b. How effective was your nurse/preceptor in delegating tasks to others? 

c. How did your nurse/preceptor ensure that the tasks were completed safely and appropriately? 

It is important to focus on lesbian, gay, bisexual, transgender, and queer (LGBTQ) health, and the healthcare disparities gap that exist in the LGBTQ community.  Health inequities and poor health outcomes among LBGTQ populations are a result of the adversity experienced by gender and sexually minoritized populations.  For instance, the ways in which LGBTQ health is often conceptualized and measured from a deficit-focused framework can have significant implications for health care access and uptake among LGBTQ populations.  LGBTQ health research has an important role to play in shifting the way that LGBTQ health is understood and measured in health policy and practice, which in turn has significant implications for health promotion strategies targeted at keeping LGBTQ populations healthy across the life course (Colpitts, & Gahagan, 2016).  In the Healthy People 2020, LGBT people are for the first time identified as a United States (U.S.) national health priority, with the Institute of Medicine (2011) concluding that insufficient information exists on the health of LGBT people.  One aspect of social justice is to better understand the social, structural, and institutional elements that create differential access to healthcare and health outcomes in this population.  In fact, there is accumulating evidence of health disparities among LGBT older adults, making LGBT older adults an at-risk population (Emlet, C., A. 2016).  

            Colpitts, & Gahagan, (2016) pointed out that the health needs and experiences of LGBTQ populations have generally been rendered invisible in mainstream health care systems and policies.  This is, in part, because LGBTQ health has traditionally been understood through a heteronormative framework whereby the health needs and experiences of LGBTQ populations are assumed to be similar to those of their age-matched heterosexual and/or cisgender peers.  The invisibility of LGBTQ health needs and experiences has significant implications in terms of the provision of evidence-based, culturally competent health care.  The Virginia Transgender Health Initiative Study found that the health care system was the most commonly cited area where transgender individuals experienced discrimination.  Public health policy and programming interventions have traditionally focused on individual-level indicators of health and on reducing the risk for negative health outcomes by changing individual, ‘lifestyle’ behavior such as diet, exercise, and drug and alcohol use.  Existing LGBTQ health research has demonstrated that social stigma, discrimination and victimization experienced by LGBTQ populations may affect uptake rates of preventative health screening programs and health care services.  It is equally important to note that LGBTQ populations may also experience negative determinants of health such as homelessness, social exclusion and poverty at higher rates than their age-matched heterosexual and/or cisgender peers.  Population-based initiatives that facilitate ‘coming out’ without fear of marginalization or violence are central to promoting the health of LGBTQ populations across the life course (Colpitts, & Gahagan, 2016).  Emlet (2016) stated that there are sub-groups within the LGBT older adult population, including those who identify as bisexual, transgender, older than age 80, and living with HIV infections may be at greatest risk for economic insecurity and a subsequent impact on health and healthcare access, which contributes further to health disparities.  Emlet (2016) added that important disparities have been noted between older and younger adults living with HIV infection as well.   It is said that older adults living with HIV are more likely to live alone and be socially isolated than their younger peers.

            LGBTQ health research has a significant role to play in shifting how LGBTQ health is understood and measured, and, more specifically, the ways in which health research evidence is used to inform health policy and practice.  However, given the longstanding focus on the risks for poor health outcomes among LGBTQ populations, including rates of sexually-transmitted infections (STI) and human immunodeficiency virus (HIV) infection, smoking, obesity and depression/suicidal ideation, a conceptual shift toward health-promoting LGBTQ research approaches is warranted.  According to the World Health Organization, health promotion approaches focus on the “…process of enabling people to increase control over, and improve, their health”, which includes “a wide range of social and environmental interventions”.  It is important to note that health promotion recognizes the significance of both modifiable and non-modifiable determinants of health, and emphasizes upstream, preventative approaches, which include the development of healthy public policy, in contrast to deficit-focused approaches (Colpitts, & Gahagan, 2016).

            People who live in poverty are less healthy than those who are financially better off, regardless of whether the benchmark is mortality, the prevalence of acute or chronic diseases, or mental health.  Approximately 26 percent of adults ages 65 and older in the United States live at or below 200 percent of the federal poverty level.  In contrast, in a national, non-representative sample of LGB older adults (ages 50 and older) Fredriksen-Goldsen and colleagues (2012) found nearly a third of the LGB older adults enrolled in the study lived at or below that economic threshold (Emlet, C., A. 2016).  

            In conclusion, while the needs of this population are receiving additional attention at local, state, and national levels, continued advocacy for improving access to care and working to remove disparities are critical.  An emerging concern for many LGBT older adults is competent and compassionate long-term care.  The future of care and compassionate service delivery for these individuals will require us to learn to identify and build from their naturally emerging strengths (such as community identity, mastery, and social support), improve understanding and competence among providers as to the unique needs and historical consequences of this population, and continually work toward fairness and equity for all older adults (Emlet, C., A. 2016).  Many people do not want the LGBTQ community to have anything because of religious beliefs for instance.  We, as a society, have to do our best in order to close the healthcare disparities gap in the LGBTQ community. 

References

Colpitts, E., & Gahagan, J. (2016). The utility of resilience as a conceptual framework for

            understanding and measuring LGBTQ health. International Journal for Equity in

            Health, 15, 1–8. doi.org/10.1186/s12939-016-0349-1

Emlet, C., A. (2016). Social, Economic, and Health Disparities Among LGBT Older

            Adults. Generations: Journal of the American Society on Aging, 40(2), 16.

Ischemic stroke

Meningitis

Provide at least two causes meningitis

Mention three most common signs and symptoms that envelop an adult and pediatric meningitis diagnosis

Electroencephalogram

Sign of Kernig

Sign of Brudzinski

List at least 5 instruments to evaluate the neurological system

It mentions three different types of seizures and how it is the presentation of each.

This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles and four boxes approach.

Based on the “Case Study: Healing and Autonomy” and other required topic study materials, you will complete the “Applying the Four Principles: Case Study” document that includes the following:

Part 1: Chart

This chart will formalize the four principles and four boxes approach and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.

Part 2: Evaluation

This part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.

Remember to support your responses with the topic study materials.

APA style is not required, but solid academic writing is expected.

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

AttachmentsPHI-413V-RS-T3T5CaseStudyHealingAndAutonomy.docx
PHI-413V-RS-T3ApplyingFourPrinciplesCaseStudy.docx 

 Student Course Self-Reflection (Guided Essay)Learners must complete a final applied self-reflection essay on their performance of the course based on the documents and artifacts provided in the performance portfolio. This essay must include at least 5 paragraphs and be limited to a maximum of 2 pages.
1.What have you learned in the course that will help you continue to grow as a professional in your chosen career?
2.Which specific assignment for this course was your best work? Name one. What makes it your best work? What did you learn by creating it? What does it say about you as a student inregards to your degree concentration? How do you plan to use it in your field?
3.In which area(s) will you likely continue to strengthen your knowledge or competencies?
4.Which strategies did you use to learn the material in this course?,Which were the most effective? Why?
5.How did your communication skills improved with this course? Discuss new vocabulary, the style of the profession (writing and oral), others 

In this course, you will be complete a 2-part assignment in which you conduct research about a population of focus, develop a PICOT statement, and write a Literature Review. The PICOT statement and Literature Review you write in this course can be used for your evidence-based practice project in the next course so be sure to select an issue you want to continue working on in your next course.

PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting the population of focus. Additionally, the information derived from a good PICOT makes it easier to perform a literature search in order to find translational research sources that can be used to address the clinical problem.

Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT and conduct research on the population.

Write a 750-1,000-word paper that analyzes your research and focuses on the population you have chosen. Describe the population’s demographics and health concerns, and explain how nursing science, health determinants, and epidemiologic, genomic, and genetic data may impact population health management for the selected population. Provide an overview of a potential solution for solving the health issue related to your population and the intended PICOT statement. Describe how the solution incorporates health policies and goals that support health care equity for the population of focus.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

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

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MS Nursing: Public Health

MS Nursing: Education

MS Nursing: Acute Care Nurse Practitioner

MS Nursing: Family Nurse Practitioner

MS Nursing: Health Care Quality and Patient Safety

4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.

RUBRIC

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 

Activity Learning Outcomes 

Through this discussion, the student will demonstrate the ability to: 

1. Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care (CO1) 
2. Apply concepts of person-centered care to nursing practice situations (CO2) 
3. Analyze essential skills needed to lead within the context of complex systems (CO3) 
4. Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings (CO4) 

III.  Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference AND assigned readings OR online lessons, per discussion topic per week.

1. What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
   • Contains references for sources cited
   • Written by a professional or scholar in the field and indicates credentials of the author(s)
   • Is no more than 5 years old for clinical or research article
2. What is not considered a scholarly resource?
   • Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
   • Information from Wikipedia or any wiki
   • Textbooks
   • Website homepages
   • The weekly lesson
   • Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
3. Can the lesson for the week be used as a scholarly source?
   • Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
4. Are resources provided from CU acceptable sources (e.g., the readings for the week)?
   • Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
5. Are websites acceptable as scholarly resources for discussions?
   • Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources

IV.  Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.

V.  Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.

VI.  Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.

Preparing the Assignment

Introduction

This graded discussion will explore the impact of systems theory on a practice problem or issue. Please provide an initial response to the discussion question by Wednesday at 11:59pm MT and two interactive dialogue responses no later than Sunday 11:59 PM MT at the end of WEEK 7. The discussion is worth 75 points. Please refer to the discussion grading rubric for additional criteria.

Assignment

Reflect on an experience in which you were directly involved or witnessed incivility in the workplace. Provide a brief synopsis of the situation. How did this make you feel? How did you respond? What were the consequences of this situation? Provide an example of how this negatively affected the work environment and outcomes. How could the situation have been prevented? Discuss strategies that would support a healthy work environment.

reading:

American Nurses Association. (2015). Incivility, bullying, and workplace violence [Position Statement]. https://www.nursingworld.org/~49baac/globalassets/practiceandpolicy/nursing-excellence/official-policy-statements/ana-wpv-position-statement-2015.pdf

Centers for Disease Control and Prevention. (2013). Workplace violence prevention for nurses.  http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5

Edmonson, C., Bolick, B., & Lee, J. (2017). A moral imperative for nurse leaders: Addressing incivility and bullying in health care. Nurse Leader, 15, 40-44. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1016/j.mnl.2016.07.012

Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39—42.

Phillips, J. M., Stalter, A. M., Winegardner, S., Wiggs, C., & Jauch, A. (2018). Systems thinking and incivility in nursing practice: An integrative review. Nursing Forum, 53(3), 286-298. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1111/nuf.12250

Roberts, S. J. (2014). Lateral violence in nursing: A review of the past three decades. Nursing Science Quarterly, 28(1), 36-41. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1177/0894318414558614

Optional Resources:

American Nurses Association. (n.d.). Violence, incivility and bullying. http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolence

America Nurses Association. (2016). Healthy nurse, healthy nation.  http://nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse

Mennella, H. D. A.-B., & Karakashian, A. R. B. (2017). Lateral violence in nursing. CINAHL Nursing Guide.  https://doi.org/10.1177/0894318414558614

Hormone therapies offer many benefits and risks, but they may sometimes have side effects. Choose one form of therapy (for example; progestin, estrogen, a combined therapy, systemic, or local therapy). Discuss the benefits, risks, and side effects for the therapy you chose. 

very short