Diversity In Nursing Essay

Diversity In Nursing Essay

Diversity module 5

Textbooks:

Andrews, M. M., Boyle, J. S., & Collins, J.M., (2020). Transcultural concepts in nursing care (8th ed.). Wolters Kluwer/LWW.

  • Chapters 11 and 13

Websites:

Health Inequities and Their Causes

Click here for the link to the website.

.

Journal Articles:

Abbasinia, M., Ahmadi, F., & Kazemnejad, A.  (2020). Patient advocacy in nursing: A concept analysis. Nursing Ethics, 27(1), 141-151.  https://doi.org/10.1177/0969733019832950 Diversity In Nursing Essay

.

Click here to download the article.

 

Bahramnezhad, F., Cheraghi, M.A., & Mehrdad, N. (2018). Do-not-resuscitate in Iranian Muslim

families. Holistic Nurs Pract 32(5), 240-246.

https://dpi.org/10.1097/HNP.0000000000000284m

.Click here to download the article. Diversity In Nursing Essay

ORDER A PLAGIARISM-FREE PAPER NOW

.

Guiding Questions:

  1. What is the difference between ethical relativism and universalism?
  1. How are moral philosophies socially and culturally constituted?
  1. What is patient advocacy and how do you as a nurse play a role in advocating for your patients and community?
  1. What is the difference between social justice and distributive justice?
  1. How do you define health inequities?
  1. Do health inequities affect health outcomes of the individual, family and population?

Click here for the link to the website.

  1. Log on to website.
  2. Continue as a guest.
  3. Read the Preliminary Information
  4. Click on ‘I wish to proceed’
  5. Take the following Implicit Association Tests and be sure to write your results down after you have completed each test. You will be using the results on M5 A11.

Race IAT

Asian IAT

Sexuality IAT

Religion IAT

Arab-Muslim IAT

Transgender IAT  Diversity In Nursing Essay

 

 

Writing For Nursing And Health Care Profession

Writing For Nursing And Health Care Profession

Final Paper: Writing For Nursing Professional

 

Many of you have had issues with the title page. In the 7th ed APA, there is no Running head in student papers. Your title page should have:

 

Title

 

Name

School of Nursing, Ohio University

NRSE3700J, Writing for Nursing

Dr.  Mel Brandau

Due Date

 

Note that there are two double spaces between Title and Name, and one double space between the rest of the lines. The only element that is in bold font is the title. Writing For Nursing And Health Care Profession

Assignment 1: Final Paper (45 points). Due Saturday, 4/23/22 @ 5pm. ***No late submissions will be accepted***

 

Read the guidelines for the Final Paper

The paper is to be approximately six pages in length (about 1500 words) excluding the title page and reference page. The chosen issue is to be compared to a similar issue in the United States. Use the following questions to focus the paper. You may use the Introduction previously, but do not copy and paste other portions of your work.

 

  1. Discuss the health issue in the chosen country/community.

 

  1. Is the same health issue present in the United States?

 

  1. Identify an intervention (or interventions) that would address the identified health issue. There is no specified number of interventions required, but if education is chosen as an intervention it cannot be the only intervention. Would the proposed interventions differ between the chosen country and the U.S.? Writing For Nursing And Health Care Profession

 

Refer to the Rubric for how the paper will be evaluated

Suggested headings:

 

Title (centered)

 

Health Issue (centered)

               Introduction paragraph goes under this heading

 

              Impact and Importance (left justified)

 

              Consequences of not Addressing (left justified)

 

              SDOH (left justified)

 

Comparison to US (centered)

 

              Impact (left justified)

 

              Similarities and Differences (left justified)

 

              SDOH (left justified)

 

Interventions (centered)

 

Similarities and Differences (centered)

ORDER A PLAGIARISM-FREE PAPER NOW

Conclusion

 

Be sure to include a paragraph under the centered headings, as well as the left justified headings

MODULE 7 Informative and Persuasive Paper
Overview
The final project for NRSES 3700J is a paper of about 1500 words (approximately six [6] pages).
The paper is due in the last module of the course (Module 7). The paper has two purposes:
1. The first purpose is to inform the audience about a health issue that exists in the
country/community selected in Module 1 and reaffirmed in Module 3.
2. The second purpose is to persuade the audience that a specified intervention (or
interventions) would address the health issue in a positive way. Writing For Nursing And Health Care Profession
Instructions
1. The paper is to be approximately six (6) pages in length excluding the title page and the
references cited page.
2. The chosen health issue is to be compared to a similar issue in the United States (US).
Use the following questions/topics to focus the paper.
2.1 Discuss the health issue in the selected country/community.
• What is it?
• Who is impacted?
• Why is the chosen health issue important?
• What are the consequences of not addressing the health issue?
• Identify the two (2) or three (3) social determinants of health that have the
most impact on the chosen health issue. Explain the influence.
2.2 Is the same health issue present in the US?
• Who does the health issue impact in the US?
• Compare the size of the health issue in the US with that in the selected
country/community.
• What is similar about the health issue in the two countries?
• What is different about the health issue in the two countries?
• Identify the two (2) or three (3) social determinants of health that have an
impact on the chosen health issue in the US. Explain the influence of
each.
• If the health issue does not exist in the US, explain the reasons for this
being so.
2.3 Identify an intervention (or interventions) that could address the identified health
issue. There is no specified number of interventions required, but if education is
chosen as an intervention it cannot be the only intervention.
• In what ways, if any, would the proposed interventions differ between the
selected country/community and the US?
• If the intervention in the two countries would not differ, explain why they
would not.
Module 7 Final Paper, continued
• Identify the connection between the social determinants of health, the
health issue, and the intervention(s).
• Persuade the audience that the identified intervention(s) would be useful in
addressing the chosen health issue. Again, education cannot be the only
intervention, but it can be used in combination with other interventions.
Technical Aspects of the Paper
1. DO NOT include an abstract. Writing For Nursing And Health Care Profession
2. The paper must include:
2.1 A title page formatted according to the student title page information in the APA
Manual 7th edition.
2.2 An introduction that includes a thesis statement.
2.3 The body of the paper supports the thesis organizes and fleshes out the main
ideas, and topics are sequenced so the follow of the thinking/writing makes sense.
2.4 A conclusion.
3. Include a minimum of five (5) references. References must be no older than five (5)
years (unless you are using a seminal or classical piece of literature to make a specific
point). References need to be on a References Cited page following the actual paper.
Acceptable references include peer-reviewed databases, peer-reviewed journal articles,
textbook materials, and any source that has been peer reviewed. References that are not
acceptable include, but are not limited to: UpToDate, Epocrates, Medscape, WebMD,
hospital organization publications, insurance recommendations, and secondary clinical
databases. Do NOT include the annotated bibliography.
4. Use the Times New Roman or Arial font in size 12; one (1) inch margins on all sides;
double spaced throughout according to the format of the APA Manual 7th edition.
5. Use APA Manual 7th edition formatting throughout the paper.
Previous Assignments that May Be Useful
1. Choice of country/community
2. NGO Business Letter
3. SDOH Impact Analysis and Email
4. Introduction to Final Paper
5. Outline of Final Paper
6. Annotated Bibliography
7. Patient Education Materials
CLICK on the link titled “M7 Final Paper Submission” in Blackboard to submit the paper.
Points: 45 Due Date: See the Course Calendar/Checklist. Writing For Nursing And Health Care Profession

 

 

 

Root-Cause Analysis and Safety Improvement Plan

Root-Cause Analysis and Safety Improvement Plan

Root-cause analysis or RCA is a method of discovering the root causes of problems so that solutions can be generated and implemented to rectify the situation in the future. (Martin-Delgado et al. 2020) This paper will analyze the risk of falls associated with medication administration in the inpatient setting. The core elements and root cause of this potentially dangerous safety issue will be uncovered and discussed, and ways to prevent these unfortunate and preventable events will be offered. Root-Cause Analysis and Safety Improvement Plan

Analysis of the Root Cause

Certain medications, like high potency pain medicine, sleeping aids, and opioids affect the mental state and interfere with balance and stability. (Seppala et al. 2018) The purpose of this RCA is to investigate the patients who take these medicines and incur bruises or broken bones after these medications led to their falling and getting injured. (Brullo et al. 2022) Many studies link opioid usage to the incidence of falls and fractures in the elderly population. According to an article in the America Journal of Nursing and the CDC, more than half of elderly people “used at least one medication in 2013 whose adverse effects were linked to falls.” (Haddad et al. 2018) When these patients fall, not only are they hurt, but the nurse and hospital suffer due to costs rising from longer hospital stays or maybe even lawsuits. Elderly patients who fall have a higher propensity for more health complications as well, such as pressure ulcers due to immobility after the fall, and even depression when they are limited in their ability to perform activities and feel powerless.

ORDER A PLAGIARISM-FREE PAPER NOW

            Hospitalized patients already have a higher chance of falling due to cluttered hospital rooms, with bedside tables, commodes, or IV poles blocking paths. Some of these patients may already have issues with balance or lack of coordination, and so are at additional risk for falling. There are many other risk factors for falling in the hospital setting, like being elderly and female, having a history of alcoholism, and the use of certain medicines like antidepressants or anti-psychotics. Hospital organizations must take all the precautions to try and greatly reduce any risks of falling for their patients and by putting these necessary precautions, like using standardized fall risk assessments and bed or chair alarms, they are making great efforts in reducing these tragedies. (Brullo et al. 2022)

Improvement Plan

This proposed improvement strategy includes the assessment and intervention to ensure the safe administration of opioids and other balance-altering medicines. It also plans for the safest possible environment for the patient in the minutes and hours following that dispensation. First and foremost, it is vital that all members of the interdisciplinary team are involved in this process. Root-Cause Analysis and Safety Improvement Plan. The many doctors, pharmacists, physical therapists, unit managers, and nurses will meet to discuss proper patient screening, creating safe environments, continuing education availability about the various pharmacology, and the very important conversation about intentional rounding and proper staff management. (Ryan et al. 2019)

Each patient, upon admission, should be thoroughly screened to assess the significance of their risk of falling. Areas that should be explored include mobility, visual acuity, mental state, issues with continence, and blood pressure fluctuations. Patient rooms must be free from clutter, appropriately lit, and most importantly, the call button must be within reach and this should be checked and rechecked constantly throughout each shift.

Continuous education for doctors, nurses, and other staff about safety and medication administration must be encouraged. Policies and science are always changing, and anyone involved in patient care must be up to date on every nuanced change. Nurses should stay continuously updated on all drug knowledge by doing their own reading, attending informational presentations, and constantly asking questions of the providers or pharmacists. Not knowing relevant information about medications that one gives can prove detrimental to patient safety.

Finally, and perhaps most importantly, after any medication is administered that can affect a patient’s balance or ability to function optimally, it is imperative that the patient be monitored every 15 minutes for the first hour, and then checked on with intentional rounding for the remainder of the shift and during the entire hospital stay. Just having an hourly rounding schedule in place can mean the difference between a patient’s safety or unfortunate outcomes. (Ryan et al. 2019)

Existing Organizational Resources

Current hospital personnel would be creating this safer system for preventing falls, so no additional costs would pose a problem with that. There may be the need to hire an instructor for a few informational sessions for the staff to review safety practices and how it pertains to medication administration. Aside from standard fall risk precautions mentioned previously, the hospital system should purchase non-skid socks, identification tag bracelets that indicate the patient is a fall risk, and clearer signage so patients are not confused. Bed and chair alarms will continue to be used and are usually part of the hospital’s standard costs. If there is room in the budget, video monitoring may prove extremely helpful in discovering what may have caused a fall in that instance and how best to avoid it in the future. It could prove very beneficial to hire more staff, like “sitters”, to be with patients who are at the highest risk of falling. (Greeley et al. 2020) Root-Cause Analysis and Safety Improvement Plan 

ORDER A PLAGIARISM-FREE PAPER NOW

Conclusion

There is a myriad of approaches to avoiding falls resulting from improper medication administration. Nurses and staff must stay educated and alert to any changes or improvements in the pharmacology field. They need to know when and how often to check on their patients and make sure to leave their room only after ensuring the environment is clean and safe. When the hospital is tuned in to patient safety and ensures the environment is conducive to avoiding falls, and the staff understands the importance of watching for any risk, the patient will have a much better and safer hospital stay.

References

Brullo, J., Rushton, S., Brickner, C., Madden-Baer, R., Peng, T. (2022). Using root cause analysis to inform a falls practice change in the home care setting. Home Healthcare Now 40 (1), 40-48. Doi: 10.1097/NHH.0000000000001036

 

Greeley, A.M., Tanner, E.P. Mak, S., Begashaw, M.M., Miake-Lye, I.M., Shekelle, P.G. (2020). Sitters as a patient safety strategy to reduce hospital falls: A systematic review. Annals of Internal Medicine 172 (5), 317-324.

 

Haddad, Y.K., Bergen, G., Luo, F. (2018). Reducing fall risk in older adults. AJN The American Journal of Nursing 118 (7),  21-22.

 

Martin-Delgado, J., Martinez-Garcia, A., Aranaz, J.M., Valencia-maritn, J.L., Mira, J.J. (2020). How much of root cause analysis translates into improved patient safety: A systematic review. Medical Principles and Practice 29 (6), 524-531.

 

Ryan, L, Jackson, D., Woods, C., Usher, K. (2019). Intentional rounding-An integrative literature review. Journal of Advanced Nursing 75 (6), 1151-1161.

 

Seppala, L.J., Van de Glind, E.M.M., et al. (2018). Fall-risk-increasing drugs: A systematic review and meta-analysis: 111. Others. Journal of the American Medical Directors Association 19 (4), 372. E1-372. E8. Root-Cause Analysis and Safety Improvement Plan

 

The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
  • Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration. Root-Cause Analysis and Safety Improvement Plan
  • Create a feasible, evidence-based safety improvement plan for safe medication administration.
  • Identify organizational resources that could be leveraged to improve your plan for safe medication administration.
  • Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements

  • Length of submission: Use the provided Root-Cause Analysis and Improvement Plan template to create a 4–6 page root cause analysis and safety improvement plan pertaining to medication administration.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
  • APA formatting: Format references and citations according to current APA style. Root-Cause Analysis and Safety Improvement Plan

 

Macronutrients And Their Impact

Macronutrients And Their Impact

Module 02 – Macronutrients and Their Impact

Scoring Rubric:

Criteria Weight
Definition of the macronutrient inclusive of its function and structure 2
Where they are digested and absorbed 5
Types and their purpose. Macronutrients And Their Impact 3
Special characteristics and function 5
Clinical applications as they relate to health and diets 5
Total 20

ORDER A PLAGIARISM-FREE PAPER NOW

Create a PowerPoint presentation of no more than 15 slides that reflect your understanding of the three macronutrients discussed in this module: Carbohydrates, Lipids, and Proteins. Be creative!

Each slide should include information about each macronutrient.

  • Definition of the macronutrient inclusive of its function and structure
  • Where they are digested and absorbed
  • Types and their purpose
  • Special characteristics and function
  • Clinical applications as they relate to health and diets

 

Use APA Editorial Format for citations and references used other than the textbook. Macronutrients And Their Impact

 

Case 3: Knee Pain Assignment

Case 3: Knee Pain Assignment

Case 3: Knee Pain

A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform? Case 3: Knee Pain Assignment

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance). Case 3: Knee Pain Assignment

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ORDER A PLAGIARISM-FREE PAPER NOW

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  No weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes:  No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  No hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  No rash or itching.

CARDIOVASCULAR:  No chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  No shortness of breath, cough or sputum.

GASTROINTESTINAL:  No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  No muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  No anemia, bleeding or bruising.

LYMPHATICS:  No enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  No history of depression or anxiety.

ENDOCRINOLOGIC:  No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  No history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines. Case 3: Knee Pain Assignment

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

 

Episodic/Focused SOAP Note Exemplar

Focused SOAP Note for a patient with chest pain

S.
CC: “Chest pain”

HPI: The patient is a 65 year old AA male who developed sudden onset of chest pain, which began early this morning.  The pain is described as “crushing” and is rated nine out of 10 in terms of intensity. The pain is located in the middle of the chest and is accompanied by shortness of breath. The patient reports feeling nauseous. The patient tried an antacid with minimal relief of his symptoms.

PMH: Positive history of GERD and hypertension is controlled

FH: Mother died at 78 of breast cancer; Father at 75 of CVA.  No history of premature cardiovascular disease in first degree relatives.

SH : Negative for tobacco abuse, currently or previously; consumes moderate alcohol; married for 39 years

ROS
General–Negative for fevers, chills, fatigue
Cardiovascular–Negative for orthopnea, PND, positive for intermittent lower extremity edema
Gastrointestinal–Positive for nausea without vomiting; negative for diarrhea, abdominal pain
Pulmonary–Positive for intermittent dyspnea on exertion, negative for cough or hemoptysis

O.

VS: BP 186/102; P 94; R 22; T 97.8; 02 96% Wt 235lbs; Ht 70”

 

General–Pt appears diaphoretic and anxious

Cardiovascular–PMI is in the 5th inter-costal space at the mid clavicular line. A grade 2/6 systolic decrescendo murmur is heard best at the

second right inter-costal space which radiates to the neck.

A third heard sound is heard at the apex. No fourth heart sound or rub are heard. No cyanosis, clubbing, noted, positive for bilateral 2+ LE edema is noted.

Gastrointestinal–The abdomen is symmetrical without distention; bowel

sounds are normal in quality and intensity in all areas; a

bruit is heard in the right para-umbilical area. No masses or

splenomegaly are noted. Positive for mid-epigastric tenderness with deep palpation.

Pulmonary— Lungs are clear to auscultation and percussion bilaterally

 

Diagnostic results: EKG, CXR, CK-MB (support with evidenced and guidelines)

 

A.

Differential Diagnosis:

1) Myocardial Infarction (provide supportive documentation with evidence based guidelines).

2) Angina (provide supportive documentation with evidence based guidelines). Case 3: Knee Pain Assignment

3) Costochondritis (provide supportive documentation with evidence based guidelines).

 

Primary Diagnosis/Presumptive Diagnosis: Myocardial Infarction

 

 

 

 

 

  1. This section is not required for the assignments in this course (NURS 6512) but will be required for future courses. Case 3: Knee Pain Assignment

 

Hospice Patients Assignment

Hospice Patients Assignment

Directions: As you prepare to intentionally enter the world of the other, reflect on the following question: What are the expressions of caring between the nurse and the one nursed.

Nursing Situation written by Patricia Blanchette Kronk, MSN, ARNP, GNP-BC

A Sentimental Journey

One of our hospice patients had been in the inpatient unit several times for symptom management. We had developed a warm nurse–patient relationship, and I would often visit with her on days when I was not scheduled as her primary nurse. Once I was asked to make a house call to help her husband understand and organize her medications, as well as evaluate her status and level of comfort. Elizabeth was always kind and gentle, asking only for comfort. Her husband, Jim, was usually quiet, pensive, and supportive of Elizabeth. He wanted her to be as comfortable as possible. He told me that he would do whatever Elizabeth asked, and wanted to not be nervous or anxious in her presence. He admitted to me that his hardest moments in caring for Elizabeth were when she was in pain. He found it extremely hard to remain present and unable to do anything to relieve her discomfort. Hospice Patients Assignment

ORDER A PLAGIARISM-FREE PAPER NOW

Both Elizabeth and Jim would seek admission to the inpatient unit during times of crisis; Elizabeth because she was desperate to be in pain control and equally distraught at the level of distress Jim suffered, and Jim because he was “helpless to help the love of his life.” Both Elizabeth and Jim needed nursing care.

During what turned out to be Elizabeth’s final admission to the hospice unit, I was privileged to experience many memorable moments with Elizabeth and Jim. Because Jim spent most of every waking hour at her bedside, leaving only for “real personal” personal care moments, I made sure I included him in conversations with Elizabeth. Over several weeks, I learned about their life and their love story. They spoke of falling in love, dancing to favorite songs of the Big Band Era, family, important times in their marriage, and the joy they experienced during travels around the world. Occasionally they would speak of a special time and then stop in their story, sharing an eye-to-eye conversation that was solely between the two of them. It was a privilege to witness these conversations and understand that my presence, while very real, was not noticed by either Elizabeth or Jim.

As Elizabeth’s physical condition declined, we were all focused on comfort and symptom management for her. Nursing staff, the medical director, Elizabeth, and Jim were each and all focused on ensuring her comfort. The hospice care center provided a quiet room, comfortable bed, soft lighting, lovely décor, and garden view. Medications and physical comfort measures were provided around the clock by warm, caring staff. Elizabeth, however, was unable to achieve pain control, and was unable to sleep. Hospice Patients Assignment

I remember one Friday afternoon, in particular, when I discussed Elizabeth’s inability to sleep and intractable pain with her physician, several other nurses, and her husband. We were all concerned about her and I, as well as the others, vowed to find a way to help her. Around-the-clock pain medication dosing, as well as “prn as needed” for breakthrough pain, seemed inadequate. Her husband suggested that she just would not let go and let herself sleep. He had given her permission to let go, yet she remained awake, stoic, and the decision maker.

When I arrived on the unit the following Monday morning, I learned that she dozed only a few minutes over the weekend and that her husband never left her bedside. She remained awake that entire day, eyes open rarely speaking, but offering a tentative smile now and then. We provided every comfort measure we could think of, with her permission, yet nothing changed.

ORDER A PLAGIARISM-FREE PAPER NOW

Toward the end of my 12-hour shift, I went to her bedside to say goodnight.
She whispered that her pain was unbearable, that she was “oh, so tired,” and asked me to please give her another dose of her medication. Her husband stepped to the other side of her bed, took her hand, and said he would be a diversion until I came back with the medicine. Just a few minutes later I dimmed the room’s lights and started a slow IV push. I glanced at Elizabeth, who was looking directly at Jim, sharing one of their silent heart-to-heart conversations. I softly started singing a song popularized in 1944 by Doris Day, “Sentimental Journey.” When the dose was given, and the song was sung, Elizabeth and Jim smiled at each other; Elizabeth breathed a little sigh, closed her eyes, and drifted off to sleep. I turned to leave and found the entire staff gathered at the doorway, quietly listening. Elizabeth’s husband asked, “How did you know that was ‘our song’?” Of course, I did not know. Hospice Patients Assignment

In reflecting on this nursing situation, I have wondered why I decided to sing during the IV push, and why did I sing that particular song? For me, the call for nursing was to take Elizabeth out of her current suffering and back to a happier time. I had never responded to a call for nursing like this before. It came from deep within me, from a place of knowing of caring in nursing and of music popular during the Big Band Era when this couple would have been young adults. I was humbled by the impact this had on Elizabeth, Jim, and the hospice staff. Elizabeth taught me to be courageous and creative in my practice of nursing.

What were the calls for nursing? Certainly caring, comfort, authentic presence, and alternating rhythms come instantly to mind. First, though, is the question: How could I know what I was hearing on so many different levels? Toward the end of her life Elizabeth spoke very few words, and her husband became even quieter, yet they both seemed to cry out for help. As the honest caring and care provided by all seemed inadequate, I was personally perplexed by the need to do more within the hospice end-of-life structure. Why did I worry? Why could I also not let go? My practice of nursing changed as a direct result of this nursing situation.
I learned to trust my instincts, as this was the first time I really listened with the third ear when I silently asked, “What is really going on?” and “What are they really saying?”

Now, years later, reflecting on this nursing situation, I understand my novice approach to caring in nursing and nursing from the world of other. I was able to place myself in their shoes and better understand their wants and needs. Nursing as caring (Boykin & Schoenhofer, 2001) is the philosophy and model of practice for me. Hospice Patients Assignment

Nursing situation excerpt from book:

Barry, C. D., Gordon, S. C., & King, B. M. (2015). Nursing case studies in caring : across the practice spectrum. Springer Publishing Company.

ASSIGNMENT:

PLEASE CONTRIBUTE TO THE DISCUSSION BOARD BY ANSWERING EACH OF THE FOLLOWING QUESTIONS:

(1)  Which caring concepts can be identified in this nursing situation and how does the nurse and the one nursed demonstrate them?

(2) How does each of the ways of knowing (personal, empirical, ethical, and aesthetic) inform your understanding of caring in this nursing situation? Hospice Patients Assignment

Nursing Informatics Assignment

Nursing Informatics Assignment

The purpose of the informatics Solution Proposal is to increase knowledge and ability with informatics and technology products for the healthcare workplace setting. You will review the functionality of various products and select one that best meets the needs of a Health care setting.

ORDER A PLAGIARISM-FREE PAPER NOW

Identify an issue in a health care workplace that could be resolved by implementing an informatics or technology solution. The issue can be an administrative issue or a clinical issue.

Draft a 350-word letter or a memo to a nursing administrator informing them of the clinical or administrative problem. Why is it a concern, and a request for permission to propose a solution. Support your letter with at least three peer-reviewed resources .

Format the letter according to APA guidelines for formal business correspondence. Nursing Informatics Assignment

Nursing homework help

A healthy 2-month-old child was brought to your clinic by her parents. The child is a full-term infant with no concerns. Her exam is normal, and she had received her Hep B #1 in the nursery. 

 

Q1. What vaccines does she get? What combinations are available at your clinic?

 Q2. The child comes back at 12 months after completing her primary series of vaccines at 2, 4, and 6 months of age. Her vaccines are right on schedule, and her parents have no concerns, she is developing normally, and her exam is normal. What vaccines can she get today? 

Q3. Which groups of patients are at higher risk for pneumococcal disease, and need PPSV23 early starting at 2-years old? Nursing homework help

ORDER A PLAGIARISM-FREE PAPER NOW

A 25-year-old woman comes to your office asking for oral contraceptive refills. She stated that she was feeling depressed and heard about St. John’s wort used in depression which she started taking a week ago.

 Q4. How might concomitant administration of St. John’s wort affect the efficacy of drugs this patient is taking such as the oral contraceptives? Discuss another example of a possible drug interaction that might occur with St. John’s wort?

 The 25-year-old woman stated that her 4-year-old child has been coughing and sounds congested. She wants to know if echinacea might help her child.

 Q5. What is echinacea used for and how is it taken?

 Q6. Is it safe for this mother to give her child echinacea?  Nursing homework help

 

Evaluate the Health History and Medical Information for Mrs. J., presented below.

Evaluate the Health History and Medical Information for Mrs. J., presented below. Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay a

Evaluate the Health History and Medical Information for Mrs. J., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

Subjective Data

  1. Is very anxious and asks whether she is going to die.
  2. Denies pain but says she feels like she cannot get enough air.
  3. Says her heart feels like it is “running away.”
  4. Reports that she is exhausted and cannot eat or drink by herself.

Objective Data

  1. Height 175 cm; Weight 95.5kg.
  2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
  3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
  4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
  5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.

Intervention

The following medications administered through drug therapy control her symptoms:

  1. IV furosemide (Lasix)
  2. Enalapril (Vasotec)
  3. Metoprolol (Lopressor)
  4. IV morphine sulphate (Morphine)
  5. Inhaled short-acting bronchodilator (ProAir HFA)
  6. Inhaled corticosteroid (Flovent HFA)
  7. Oxygen delivered at 2L/ NC

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

  1. Describe the clinical manifestations present in Mrs. J.
  2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
  3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
  4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
  5. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
  6. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
  7. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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

Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort.

NURS 6053 Week 4 Assign

Assignment: Application: Planned Changein a Department or Unit

Health care organizations are continuously immersed in change from the emergence of new policies, to promote quality care and improve patient safety to keeping pace with the rapid growth in knowledge and best practices. Establishing a solid framework for planning and implementing change is a wise move, as it provides a foundation for the extensive coordination that will be needed to successfully facilitate the change.

For this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort.

To prepare:

  • Review Chapter 8 in the course text. Focus on Kurt Lewin’s change theory, and contrast it with other classic change models and strategies.
  • Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue.
  • Think about how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
  • Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the department/unit. Outline the steps that you and/or others should follow to facilitate the change effort. Align these steps to the change model or strategy you selected.
  • Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to facilitate this change effort.

To complete:

By Day 7

Write a 3- to 5-page paper (page count does not include title and reference page) that addresses the following:

  • Identify a problem, inefficiency, or issue within a specific department/unit.
  • Describe a specific, realistic change that could be made to address the issue.
  • Summarize how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
  • Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection.
  • Outline the steps that you and/or others would follow to facilitate the change. Align these steps to your selected change model or strategy.
  • Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort.

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. .