Infectious Disease Trend And Public Health Teaching Project

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Infectious Disease Trend And Public Health Teaching Project

In this assessment, you will analyze communicable diseases within the community, state, and nation. You will evaluate the epidemiology and the nurse’s role in using evidence-based data to develop methods to mitigate disease in the community. You will also develop the teaching materials for and deliver the educational program you developed in Part II of the CSLO 1 assessment. Infectious Disease Trend And Public Health Teaching Project

Part 1: Nursing Student Presentation on Infection Control

Understanding diseases present within the community allows public health nurses to prioritize health promotion and disease prevention strategies.

Explore the Healthy People 2030 website.

Review the Healthy People 2030 Objectives and Measures.

Review the Healthy People 2030 Leading Health Indicators.

Assume you have been asked by the nursing supervisor at the community health clinic at which you work to research infectious disease trends as they relate to public health program planning and promotion. She wants you to prepare a presentation that will be presented to nursing students at the local branch of the statewide university system. The presentation will focus on infection control. Infectious Disease Trend And Public Health Teaching Project

Develop an 18- to 20-slide Microsoft® PowerPoint® presentation, with speaker notes, that analyzes infectious diseases by:

  • Defining epidemiology, outbreak, incidence, and prevalence
  • Evaluating the role of nursing within epidemiology
  • Evaluating current infectious diseases locally, statewide, and nationally
  • Associating 3 of the most current infectious diseases with Healthy People 2030 objectives
  • Analyzing evidence-based practices aimed at reducing infectious diseases
  • Explaining health promotion techniques that can be used to manage infectious and communicable diseases in populations

Note: The slides themselves should only contain essential information and as little text as possible. Do not design a slide presentation made up of long bullet points. Your speaker notes convey the details you would give if you were presenting. See the Create Speaker Notes section of the PowerPoint 2013 Training video for more help.

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Cite a minimum of 3 scholarly sources.

Include an APA-formatted reference page for in-text citations and references.

Part II: Teaching Project

In this assignment, you will develop a teaching project identified in the CSLO 1 Part II Assessment. Follow the steps delineated below.

Step 1: 

Develop your teaching project identified in the CSLO 1 Part II Assessment into a community education curriculum.

  • Determine which variables should be included in your curriculum to address the identified public health conditions.
  • Determine which resources and materials you will need for teaching the curriculum.
  • Determine which communication method and health promotion technique should be used to deliver your curriculum.  Infectious Disease Trend And Public Health Teaching Project

Step 2: 

Develop and prepare the curriculum, and identify all elements you would use.

  • Develop all materials needed to properly educate the identified agency population regarding the identified public health or communicable disease issue.
  • Develop a method for assessment of the success of the educational curriculum with the identified population.

Step 3: 

Write a 500-word summary of the educational curriculum.

Community Education

Introduction

Communicable diseases include several emerging and re-emerging infections that are spread rapidly. They are the second leading cause of death globally, causing severe human suffering and significant economic loss. Examples of infectious diseases include TB, STDs, and malaria. Approximately 26% of deaths globally and 30% of the global burden of diseases are attributed to infectious diseases. Therefore, global collaboration development must be established based on surveillance networks. While no single agency can guarantee health safety, international agencies, government agencies, and individuals must collaborate to provide the necessary expertise. This paper aims to discuss A SWOT of government and local agencies concerning infectious and chronic diseases, issues affecting local agencies, and a teaching project that can be implemented to address the issue.

Government Bodies that Address Communicable and Chronic Diseases

CDC is a national health protection agency whose focus is to protect the American people from health and safety threats. The CDC’s mission is to ensure that they protect and save lives. Therefore, the organization must perform a SWOT analysis concerning its mission. The agency’s technology innovation is its core strength (Center for Disease Control, 2022). The health system technologies available within the agency ensure that disease surveillance, laboratory capacity, and operational research are conducted thoroughly, ensuring that the information that reaches that patient has been proven. The organization also has weaknesses, including financial management (Center for Disease Control, 2022). The financial management capabilities of the CDC have failed to keep up with the pace aligning to its mission and funding growth. The threats presented by the external environment are antibiotic resistance from certain bacteria and fungi, which makes the organization incur extra costs in research. Infectious Disease Trend And Public Health Teaching Project

The world health organization is an international agency under the united nation responsible for international public health. A SWOT analysis is crucial within the organization to ensure that it still relates to its mission and objective—the major strength of WHO is its partnerships. The organization partners with several other organizations to ensure it achieves its goals (World Health Organization, 2022). The agency also faces several challenges, including financial deficits, which lead to the failure To control and prevent communicable diseases (Georgieva, 2021). A major threat affecting the organization is global pandemics like the recent COVID-19 pandemic, which shifts its focus from communicable disease mitigation strategies to the current pandemic.

SWOT Analysis for America Red Cross

The American Red Cross is a non-profit organization that provides urgent situation services, relief, and education within the United States. Its mission is to reduce human suffering by mobilizing and providing power and help from its volunteers and donors (American Red Cross, 2022). Conducting a SWOT analysis that examines its strengths, weaknesses, opportunities, and threats ensures that the organization is still aligned with its mission.

The organization’s major strength is the number of adequate volunteers and employees who share a mutual goal of dedication and self-sacrifice to serve others. Secondly, the organization has a ready pool of funds from its donors, enabling them to have all resources needed while on their duties. Therefore, adequate volunteers and sufficient fundings allow the organization to run efficiently (Hassan, 2019). The organization also faces several weaknesses that may arise internally. First, the volunteers lack the good expertise needed for different situations. This is because most of them are just volunteers. Consequently, some of their operations might be unsuccessful since they fail to achieve the far most goal. In addition, because of the large number of volunteers, the administration faces challenges o overseeing the whole group. Therefore, most members may not play their roles efficiently as they are not being supervised and held accountable for any mission that may fail.

The American Red Cross receives funding from donors, repayments, and contributions from the local and state governments. The organization plans and conducts training for its volunteers and employees on how best to respond to the disaster with the available budget. Therefore, they are equipped with the necessary knowledge and skills to conduct their operations effectively and efficiently. In addition, the availability of funds enables the organization to plan training programs for their communities on disaster preparedness. This ensures that the community is well prepared with safety measures, knowledge, and skills in a disaster. As the organization has gained a positive reputation, more donors, communities, and governments have provided funds. However, a significant threat the organization faces is the competition for funds from other organizations. For example, the Salvation Army in America is also a non-profit organization that depends on donors, the community, and the government for funding. Infectious Disease Trend And Public Health Teaching Project

The American Red Cross has approximately 500,000 volunteers and 35,000 employees. It’s a board of governors that leads the administration. The board comprises approximately 20 members (Herbet & Drevon, 2020). The organization has almost 700 chapters across all local regions. With the huge number of individuals within the organization, several issues face the organization. First is the issue of organizational and leadership changes. Secondly, the organization faces a challenge of monetary funding mismanagement where there have been several cases of funds mismanagement by top administration officials. The organization faces marketing challenges, donation acceptance and insufficient capacity, and ethical issues among the employees.

Issues Facing the Selected Agency

Mismanagement of funds is a major issue that has affected the American Red Cross. International non-profit organizations mainly operate with funds from donors, and accountability is vital. The organization has faced several allegations of mismanagement of relief funds. For example, during the devastating Haiti earthquake, the organization was accused of funds mismanagement. A report showed that the organization spent approximately $125 million, 25% of Haiti donations, for internal expenses. Mismanagement within the organization is a prevalent issue because employees waste and abuse resources because there is no accountability. Consequently, some individuals who may benefit from the funds end up suffering. Therefore, the government should implement policies and regulations that safeguard the donations to ensure they are used for their intended course.

 

Leaders are a crucial aspect of finances and budgets in an organization. However, the organization has to worry about theft among the leaders at times. The organization must establish policies and regulations that safeguard against mismanagement of funds. First, the organization can implement a strategy where they provide guidelines and policies on how funds should be managed and a channel they should follow before being released. This ensures accountability while also reducing theft cases. The organization can also establish a policy to conduct a background check for any employee or volunteer with fiduciary duties. This will ensure that members handling finances use the funds for only the intended purpose.  Infectious Disease Trend And Public Health Teaching Project

The Disease Prevention Teaching Project

The teaching project that I developed to be implemented by the agency teaches the community about their preparedness to ensure personal safety and their family members when helping casualties with Ebola. The project will educate the community through learning, practice, and sharing framework. This will help in actually preparing them for an actual engagement with the patient, and hence they will be skilled with skills and knowledge on how to protect themselves from infection. The teaching project will be effective upon implementation as the trainees will have had an experience from the practicals.

Conclusion

In conclusion, collaboration among agencies to mitigate and prevent the spread of infectious diseases is paramount. Different agencies have been established to address infectious and chronic diseases at the state level, including CDC and WHO. The agencies ensure that they share health information with the public on preventing the spread of the disease. At the local level, agencies that address these issues have been established. The agencies must ensure their activities align with the mission, vision, and organization’s objectives. This is achieved through a SWOT analysis that helps an organization during decision-making. Therefore, the agencies must ensure they continue collaborating for a general course of safeguarding the communities.

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References

American Red Cross. (2022). Retrieved 2 April 2022, from https://www.redcross.org/about-us/who-we-are/mission-and-values.html.

Center for Disease Control. (2022). Retrieved 3 April 2022, from https://www.cdc.gov/globalhealth/strategy/pdf/cgh_strategy_overview.pdf.

Georgieva, V. (2021). The Challenges of the World Health Organization: Lessons from the Outbreak of COVID-19. Balkan Yearbook Of European And International Law. https://doi.org/10.1007/16247_2020_21

Hassan, I. (2019). The American Red Cross’ Disaster Protocol:. Delaware Journal Of Public Health, 5(4), 16-17. https://doi.org/10.32481/djph.2019.10.006

Herbet, I., & Drevon, J. (2020). Engaging armed groups at the International Committee of the Red Cross: Challenges, opportunities and COVID-19. International Review Of The Red Cross, 102(915), 1021-1031. https://doi.org/10.1017/s1816383121000588

Mascarenas, P., & Valles, A. (2019). American Red Cross and the World Trade Center. Journal Of Nonprofit Education And Leadership, 9(4), 360-377. https://doi.org/10.18666/jnel-2019-v9-i4-8803

World Health Organization. (2022). Our values. Who.int. Retrieved 3 April 2022, from https://www.who.int/about/who-we-are/our-values. Infectious Disease Trend And Public Health Teaching Project

CSLO.1 Analyze health policy, politics and global issues that affect public health nursing.

CSLO – Course specific learning objective/student learning outcomes.

 

Part 2

 

To complete the Week 4 assignment you must go back to Week 2 Assignment Part 2 –Part II: Community Education. You will use the information you developed in Week 2 to create the second portion of the Week 4 Assignment – Teaching Project

In this assignment, you will develop a teaching project identified in the CSLO 1 Part II Assessment. Follow the steps delineated below.

 

Step 1:

Develop your teaching project identified in the CSLO 1 Part II Assessment into a community education curriculum.

  • Determine which variables should be included in your curriculum to address the identified public health conditions.
  • Determine which resources and materials you will need for teaching the curriculum.
  • Determine which communication method and health promotion technique should be used to deliver your curriculum.

 

Step 2:

Develop and prepare the curriculum, and identify all elements you would use.

  • Develop all materials needed to properly educate the identified agency population regarding the identified public health or communicable disease issue.
  • Develop a method for assessment of the success of the educational curriculum with the identified population.

 

Step 3:

Write a 500-word summary of the educational curriculum. Infectious Disease Trend And Public Health Teaching Project

 

 

Advocacy Through Legislation Assignment

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Advocacy Through Legislation Assignment

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

For this , identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment.

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

While APA style is not required for the body of this, 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  uses a rubric. Please review the rubric prior to beginning the  to become familiar with the expectations for successful completion.

You are required to submit this to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.  Advocacy Through Legislation Assignment

 

Assigning, Delegating, Supervising, And Prioritizing Care

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Assigning, Delegating, Supervising, And Prioritizing Care

Integrate leadership and management principles and attributes in nursing practice

Scenario

You are assigned to six patients on the medical surgical unit working with a LPN/LVN and share a CNA with another RN. You are receiving report for your patients and need to identify what activities you will be assigning, delegating, supervising, and prioritizing for the shift. Assigning, Delegating, Supervising, And Prioritizing Care

Instructions

  • Client number 1: 50-year old male who had a heart attack and stent placed with normal vital signs
  • Client number 2: 46-year-old female with full-thickness burns to the leg who needs to have dressings changed
  • Client number 3: 33-year-old male firefighter who has fallen and broken his right femur after surgery with pain in his leg
  • Client number 4: 18-year-old male with wheezing and labored respirations unrelieved by an inhaler
  • Client number 5: 74-year-old female with new onset dementia awaiting lab results
  • Client number 6: 52-year-old female who has been recently diagnoses with diabetes type 2 and is getting discharged

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  1. Describe the patients you will be assigning to the LPN
  2. Describe the care that you will be delegating to the LPN and CNA
  3. List the interventions that you would want to supervise for the LPN and CNA
  4. List the clients and care from the highest to lowest priority
  5. Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar. Assigning, Delegating, Supervising, And Prioritizing Care

 

Nurs-6521 Discussion Wk8

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Nurs-6521 Discussion Wk8

Discussion: Comparing and Contrasting Pharmacologic Options for the Treatment of Generalized Anxiety Disorder

Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders. Nurs-6521 Discussion Wk8

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Generalized Anxiety Disorder is a psychological condition that affects 6.1 million Americans, or 3.1% of the US Population. Despite several treatment options, only 43.2% of those suffering from GAD receive treatment. This week you will review several different classes of medication used in the treatment of Generalized Anxiety Disorder. You will examine potential impacts of pharmacotherapeutics used in the treatment of GAD. Please focus your assignment on FDA approved indications when referring to different medication classes used in the treatment of GAD.

To Prepare

Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
Think about a personalized plan of care based on these influencing factors and patient history with GAD.
Assignment:

Post a discussion of pharmacokinetics and pharmacodynamics related to anxiolytic medications used to treat GAD. In your discussion, utilizing the discussion highlights, compare and contrast different treatment options that can be used. Nurs-6521 Discussion Wk8

Need minimum 3 references

Week 8 Discussion: Contemplation and Consideration

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Week 8 Discussion: Contemplation and Consideration

Week 8 Discussion: Contemplation and Consideration
Required Resources
Read/review the following resources for this activity:
• Textbook: Chapter 13
• Lesson
• Minimum of 1 scholarly source (in addition to the textbook)
Introduction
Some people believe that you can tell who a person is by what they do when no one is looking. Let’s look at the following case. John Doe, a nurse, has downloaded an application to her phone that allows him to download copyrighted textbooks for a nursing course (that Doe is going to take) without his Internet Service Provider knowing it. The application is called “Cloak” as in cloak of invisibility (a hooded coat one wears to make it so others cannot see you). The application disguises his phone and makes it so the information on it is inaccessible. John is aware that other people who are of a lower socio-economic status (like him) also use this software program for the same reason (and to save money). John Doe knows that his religion forbids him from using this application to download in this manner. John Doe is focused on his own economic situation and does not consider the publisher, author, and others involved in the books. Think about a course of social action; what social values should be used to address this moral issue and conflict. Week 8 Discussion: Contemplation and Consideration

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• Initial Post Instructions
Create a personal ethical philosophy and explain from which philosophy or philosophies (it must include at least one of the following: virtue ethics, Kantian ethics, utilitarianism, virtue ethics, or social contract ethics) you created it and why the contents are important and meaningful for you. List its precepts.
• Take your personal ethical philosophy statement and use it to work through John Doe’s case. What is moral and immoral per your theory?
• How would the veil of ignorance or a different theory of justice address John Doe’s case?
Follow-Up Post Instructions
Respond to at least one peer. When possible, respond to a peer who chose a different ethical theory than you did in your posting. Further the dialogue by providing more information and clarification.
Writing Requirements
• Minimum of 2 posts (1 initial & 1 follow-up)
• Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
• APA format for in-text citations and list of references. Week 8 Discussion: Contemplation and Consideration

Discuss the nursing care model from step #6, and how it could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.

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PurposeThe purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may

Purpose

The purpose of this assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.

Course Outcomes

Completion of this assignment enables the student to meet the following course outcomes.

CO1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO2)

CO2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO3)

CO3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO7) 

CO4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO4)

CO6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO7)

CO7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO2, and 3)

CO8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO8)

  1. Read your text, Finkelman (2016), pp- 111-116.
  2. You are required to complete the assignment using the template.
  3. Observe staff in delivery of nursing care provided. Practice settings may vary depending on availability. 
  4. Identify the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model
  5. Review and summarize one scholarly resource (not your textbook) related to the nursing care model you observed in the practice setting.
  6. Review and summarize one scholarly resource (not including your text) related to a nursing care model that is different from the one you observed in the practice setting.
  7. Discuss the nursing care model from step #6, and how it could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.
  8. Summarize this experience/assignment and what you learned about the two nursing care models.
  9. Submit your completed worksheet no later than 11:59 p.m. MT on Sunday by the end of Week 5.

References and important information:

Week5  leader Examplar Audio Transcript

After working a number of years in home health, I made the decision to return to the acute care setting and accepted a full time night position on a very busy and high acuity step down unit. Upon learning of the unit that I would be working on, many of my nurse friends and former colleagues began warning me about the current supervisor on that unit and filling me with self-doubt regarding my ability to perform up to this person’s expectations.

On my first day, I was introduced to my supervisor and preceptor who was none other than Sue, the very person that I had been warned about. Hoping for the best but fearing the worst, I decided to put all of the bad things that I had heard out of my mind and see what happened.

In doing so, I quickly discovered that Sue would become the best supervisor and preceptor that I had ever had. She immediately took a vested interest in my success by sitting down with me each week for coffee and discussing what was going well and not going so well. Together, we worked to establish both short-term and long-term goals for not only my time with her in orientation but my future ones as a member of the staff on the unit. Sue helped me to identify weaknesses within myself by allowing me to reflect on situations rather than immediately pointing them out to me. Likewise, she made it a point to highlight my strengths and provided me with opportunities to put them into use in the practice setting. She provided support and encouragement when needed while at the same time allowing me to grow in my independence and autonomy. 

I truly believe that I am the nurse, educator, and leader that I am today because of the leadership, support, and guidance that Sue provided me all those years ago. 

Amy Sherer MSN, RNAssistant Professor, RNBSN OptionChamberlain College of Nursing

[End of Transcript]

Quality and Safety Initiatives

How do we promote quality? Some of these activities include: problem solving to improve communication, integration of the NAS quality and safety standards into everyday practice, and dedication to the National Patient Safety Goals in healthcare as implemented by The Joint Commission (2017). Provider curricula were reviewed, and the performance of root cause analysis of errors and near misses became part of strategies. The result has been an improved work environment and increased nursing leadership in these areas.

Nursing is a key collaborative discipline in addressing patient quality and safety concerns. According to the study by Squires, Tourangeau, Spence-Laschinger, and Doran (2010), nurse leaders and managers create a positive safety climate through quality relationships based on fairness and empathy. It seems that the transformational leader, a leadership style introduced earlier in this course, would be driving quality and safety outcomes.

Inspiring Performance Improvement

PI (performance improvement), CQI (continuous quality improvement), TQM (total quality management), QA (quality assurance), QC (quality control), and QI (quality improvement) are all acronyms for programs and initiatives that have been used over the years to monitor the delivery of quality care. Are we dizzy yet with all these acronyms? For the purposes of this lesson, we will concentrate on QI, or quality improvement. And, who should inspire others in these initiatives?

Inspiring quality improvement is a goal for all nurse leaders. It is geared toward unlocking individual potential and assisting staff to provide high quality, safe care at all times while continuously looking for ways to improve that care, as well as the environment where patients receive that care. QI is about inspiring change, a topic discussed in a previous lesson. Fostering an environment where change is encouraged and improvements are expected must be linked to the mission, vision, and values of the healthcare organization regardless of size, care delivery model, or geographic setting. 

Quality and Safety Education for Nurses (QSEN)

In addition to the core competencies designated by the NAS, nursing education has placed an increasing emphasis on quality and safety through the Quality and Safety Education for Nurses (QSEN) initiative funded by the Robert Wood Johnson Foundation (2015). These should sound familiar to you. QSEN provides resources and strategies to facilitate learning as it relates to the five competencies of NAS plus safety.

  • Patient-centered care
  • Teamwork and collaboration
  • Evidence-based practice
  • Quality improvement
  • Safety
  • Informatics

This initiative has provided nursing programs, as well as staff development and continuing education professionals with many tools to teach these six competencies. Visit http://www.qsen.org (Links to an external site.)Links to an external site. to review the prelicensure KSAs (knowledge, skills, and attributes or abilities) and graduate KSAs. While browsing the site, investigate the teaching strategies section to glean ideas about how to integrate QSEN competencies into your nursing education and staff education endeavors.

The Nurse Leader Ponders

“We have utilized several of these initiatives here. Most staff are involved but how do I need to get more of them involved? I wonder if QSEN was discussed in their nursing education programs. Perhaps this is the frame of reference I should use to get more buy in from the staff.” 

Monitoring Organizational Performance

Just as a dashboard in a car tells you at a glance about its performance, so can a dashboard of the organization help you monitor its performance measures. Remember the Windshield Survey from Community Health. A dashboard (electronic) holds all the quality indicator outcomes in one picture. 

Anyone working in an acute care environment has probably heard of nurse-sensitive quality indicators. These have been profiled over the past few years as payment restrictions were instituted by the Centers for Medicare and Medicaid Services (CMS) in October of 2009. Subsequently, insurance companies have followed suit. According to the Managed Care First Report (2011), the no-pay policy is an effort to reduce medical errors. This brought attention to nursing because many of the no-pay situations could be managed or controlled through nursing care. Since then, staffing levels and staff mix have become a major factor in measuring performance. 

Lean Daily Management

Somewhat new to the quality scene is Lean Daily Management (LDM). What is it? It is a much disciplined process that gives staff the power to solve problems by providing them with the leadership support and various resources to make improvements in care. On a daily basis, staff make their concerns about workflow problems known to the executive (top) leadership in the organization. A hallmark of the management process is the Safety Huddle. Many units/departments begin their day with a safety huddle which allows for identification and allocation of resources. Some of these resources can be staffing, acknowledging patient safety issues and concerns from various stakeholders. Prioritization of problems seems to be a hallmark of the safety huddle. Interestingly enough, this is led by the Chief Executive Officer. One cannot argue with a system that involves executive team involvement on a daily basis with the outcomes being directly related to patient safety and quality of care.

Leader’s Role in Just Culture

One cannot complete a lesson on Performance Improvement/Quality/Safety Initiatives without learning more about the term Just Culture. In early 2010 the American Nurses Association Board of Directors adopted its new position statement proposed by the Congress on Nursing Practice and Economics related to Just Culture (ANA, 2010). This updated position statement emphasized the support by the ANA of the Just Culture concept and how it is used in health care to improve safety. The ANA continues to support collaboration of the various boards of nursing, professional nursing organizations, hospital associations and others in developing Just Culture initiatives. The just culture model (from the aviation industry) provides for an environment where one is encouraged to report mistakes instead of ignoring or hiding them. In this environment practitioners should not be accountable for failures related to systems over which they have no control. It operationalizes a non-blame principle where process improvement is the outcome. Prevention of future errors is a result.

The Nurse Leader’s role in promoting a Just Culture work environment cannot be overestimated. Staff need to know that patient safety is everyone’s responsibility, avoiding blame and supporting a culture of safety for patients, their families and the staff who provide the highest quality care for them.

“This has been a busy week but since my job is all about improving quality in home care, I found the topics very interesting. I still have much to learn and I may share some of this with my Nurse Leader. I know I have one more Assignment to complete but that is not until the end of next week. I have not done a PowerPoint assignment….ever…so I need to use the website that was recommended by my instructor and get started on this.”

Summary

This week, we broached the subject of quality improvement, an issue that faces nurses in all practice settings. This core competency is important to all nurses, especially nurse leaders. QSEN was introduced as an initiative providing resources for nurse educators. And, Lean Daily Management and Just Culture were introduced. Becoming more familiar with these topics is important. The emphasis on safety in today’s healthcare environment cannot be ignored. Our patients are counting on us.

References

American Nurses Association. (2010). Position statement: Just culture. ANA. Retrieved from http://nursingworld.org/psjustculture

Centers for Medicare & Medicaid Services (CMS). (2011). CMS is the latest to deny payment for hospital-acquired conditions. Managed Care First Report Daily News. Retrieved from http://www.mccfirstreport.com/show_story.php?newsid=6697

Finkelman, A. (2016). Leadership and management for nurses: Core Competencies for quality care (3rd ed.). Boston, MA: Pearson.

National Safety Academy. (1999). To err is human: Building a safer health system. Retrieved from http://nationalacademies.org/hmd/reports/1999/to-err-is-human-building-a-safer-health-system.aspx

Quality and Safety Education for Nurses (QSEN). (2015). Competencies. QSEN. Retrieved from http://qsen.org/competencies/

Squires, M., Tourangeau, A., Spence Laschinger, H. K., & Doran, D. (2010). The link between leadership and safety outcomes in hospitals. Journal of Nursing Management, 18(8), 914–925.

The Joint Commission. (2017). National Patient Safety Goals. TJC. Retrieved from http://www.jointcommission.org/standards_information/npsgs.aspx

Clozapine Assignment

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Clozapine Assignment

Clozapine is an atypical antipsychotic that is used to treat treatment-resistant schizophrenia, treatment-resistant bipolar disorder and used for reduction of recurrent suicidal behavior. According to Stahl (2021), “Clozapine is widely recognized as being particularly effective when other drugs for psychosis fail and is thus the “gold standard” for efficacy in schizophrenia. Clozapine is also the only antipsychotic that has been documented to reduce the risk of suicide in schizophrenia and may have a particular niche in treating aggression and violence in psychotic patients” (p. 222). Clozapine Assignment

Clozapine works by blocking dopamine 2 receptors. This leads to the reduction of positive symptoms of psychosis and the stabilization of disturbing symptoms. It also blocks serotonin 2A receptors. This causes increased release of dopamine in the brain which decreases motor side effects and improving cognitive symptoms (Stahl, 2017).

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            One possible side effect of Clozapine is neutropenia. Neutropenia is a very low count of the white blood cell neutrophils. White blood cells help your body fight of infections. Having a very low WBC count can put the body at an increased risk for infection. It is important for the patient to have serial WBC checks while on Clozapine. Other side effects may include sedation, weight gain, orthostasis, tachycardia and tardive dyskinesia. Tardive dyskinesia (TD) symptoms include abnormal and involuntary movements of the face (specifically the tongue, jaw and lips). TD may sometimes become permanent. It is extremely important to recognize the symptoms of TD early so that an intervention can occur. An intervention may include lowering the dose of Clozapine or changing to a different drug entirely.

The time it takes for Clozapine to work is around 3 weeks. Dosing of Clozapine starts out with 25 mg at night. Then increase by 25-50 mg/day every 48-72 hours. The threshold for response is a plasma level of 350 ng/ml (Stahl, 2017). Clozapine Assignment

Week 8 Assignment: Personal Moral Theory

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Week 8 Assignment: Personal Moral Theory

Week 8 Assignment: Your Personal Moral Theory

 

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 13
  • Lesson
  • Narrated PowerPoint Tutorial(Links to an external site.) (Make sure to review this tutorial before you begin recording.)

Introduction
In this session, you have been considering moral-ethical dilemmas you yourself faced or that you know of that you either resolved or failed to resolve, but hopefully learned from. You may never have given much thought to ethical theory nor what ethical premises/paradigms you have unconsciously held.

You will be focusing on this case for this assignment:

Jane Doe is a nursing student at University X. Jane is in week eight of a course entitled: “Introduction to Ethics”.

For the week one discussion, Jane copied work done by her friend John Doe in the same class two months ago (with a different professor). John told Jane it was okay to use his work as John’s professor never checked any work in the class using Turnitin.com. John claimed to have earned an A on the work also. Week 8 Assignment: Personal Moral Theory

In week two, Jane went to StudentPapering.com and paid ten dollars for a week two essay done by a student (not John Doe) who took the same course four months ago. StudentPapering promises that all its archived work is of excellent quality and cannot be detected as copied. Jane then uploaded an exact copy of the work for the week two assignment.

In week three, Jane paid a worker at PaperingStudent.com ten dollars to write for Jane a brand new essay after Jane shared with the worker the essay assignment instructions.

In week four, Jane relied on her knowledge of Esperanto. She felt pressed for time and found an article by a professor from Esperanto on the week four topic. She translated Esperanto into English using Moogle Translate, and the translated text served as her week four paper.

In week five, Jane was running late again. Jane purposely uploaded a blank paper hoping that she would later claim it was an innocent mistake and not be assessed a late penalty. In a previous course on History, she had done the same (with an earlier paper from the History class rather than simply a blank) and had not seen any late penalty assessed.

In week six, Jane took work she did in a nursing course from a year ago and submitted that for her discussion posting in her current class. She simply copied and pasted the work she had labored intensively on a year ago (even though University X forbids this practice as ‘self-plagiarism’). Jane was confident her Nursing instructor never checked that work using Turnitin.com or another method. Week 8 Assignment: Personal Moral Theory

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In week seven, Jane copied, and pasted work found on website.com for the paper. Jane did not use any quotation marks or other documentation to show the text was not by Jane.

Since Jane’s Ethics professor did not check papers and posting for any issues by using Turnitin.com or another method, the professor graded all of Jane’s work unaware of Jane’s actions throughout the weeks of the class. Jane feels her actions are morally justified both because her economic situation requires her to work too much to devote time to school (although other students are well-off enough to have such time) and her religion forbids cheating, but Jane ignores her religion’s teachings.

Instructions
Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following:

  • A written reflection
  • An oral presentation using a PowerPoint narrated slide show.

For the written reflection, address Jane Doe’s and respond to the following:

  • Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two?
  • Apply to Jane Doe’s case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy.
  • Consider if some of these examples are more grave instances of ethical transgressions than others. Explain.
  • Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the “veil of ignorance” method, deontological principles, and/or a theory of justice to deal with students like Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status). Week 8 Assignment: Personal Moral Theory

For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course.

  • Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions.
  • Should health care workers be required to take a course in Ethics? Why or why not

Writing Requirements (APA format)

  • Length: 3-4 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources)

Presentation Requirements

  • Length: 2-3 minutes

 

The Individual Success Plan (ISP) assignment

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The Individual Success Plan (ISP) assignment

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals. The Individual Success Plan (ISP) assignment

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

NRS-493 Individual Success Plan Example

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours. The Individual Success Plan (ISP) assignment

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 Complete Contact Information
Student Information GCU
Name:  
E-mail:    
Phone Number:    
Course Faculty Information GCU
Name:  
E-mail:    
Phone Number:    
Practicum Preceptor Information Practice Setting
Name:  
E-mail:    
Phone Number:    

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish. The Individual Success Plan (ISP) assignment

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

  • Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

  • Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page. The Individual Success Plan (ISP) assignment

 

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1.     Individual Success Plan

2.     Reflection Journal Entry

 1.     List of potential topics for the change proposal
Topic 2 1.     Topic Selection Approval Paper

2.     Reflection Journal Entry

 1.     Search the literature for supporting journal articles

2.     Summary of topic category; community or leadership
Topic 3 1.     PICOT Question Paper

2.     Reflection Journal Entry

 1.     List of objectives
Topic 4 1.     Literature Evaluation Table

2.     Reflection Journal Entry

 1.     List of measurable outcomes
Topic 5 1.     Reflection Journal Entry 1.     Summary of the strategic plan

2.     Midterm Evaluation Tool
Topic 6 1.     Literature Review Table

2.     Reflection Journal Entry

 1.     List of resources
Topic 7 1.     Reflection Journal Entry 1.     Summary of the evaluation plan

2.     Remediation-if required
Topic 8 1.     Benchmark Written Capstone Project Change Proposal

2.     Reflection Journal Entry

  
Topic 9 1.     Reflection Journal Entry 1.     Professional Presentation
Topic 10 1.     Finalized ISP

2.     Scholarly Activity Summary

3.     Benchmark-Reflection Journal Summary

 1.     Summary of presentation

2.     Final Clinical Evaluation Tool

3.     Practice Clinical Evaluation Tool-Agency

4.     Practice Clinical Evaluation Tool-Preceptor

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Application-based Learning Course Assignments List of Current Course Objectives Assignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed
Memorandums of Understanding       MC1  
Completion of ISP     1:1;2:1 MC1;MC2  
Capstone Project Topic Selection and Approval Identify problems, issues, and opportunities to improve patient care, patient outcomes, and organizational procedures within a clinical practice setting.   1:1, 1:2; 1:3; 1:4; 2:1, 2:2; 2:3; 5:4 MC1; MC2; MC3; MC4; MC 5

 

  
Picot Statement Paper Evaluate evidence-based research and other appropriate resources to inform the development of a change plan.

Identify strategies for logistical implementation of proposed solutions

 

   1:1, 1:2, 1:3, 1:4, 1:5, 2:1, 2:2, 2:3, 3:1, 3:2, 3:4, 4:1, 4:3, 5:1, 5:4 MC1; MC2; MC3; AC4; MC 5

 

  
Literature Evaluation Table Evaluate evidence-based research and other appropriate resources to inform the development of a change plan.

Demonstrate the ability to evaluate levels of evidence into a concise format.

   1:3, 1:4, 1:5, 2:1, 2:2, 2:3, 4:1 MC1; MC2; MC4; MC5

 

  
Evidence Practice Proposal Project Development and Implementation Plan I

(Assignment not identified on course syllabus)

  

Identify objectives, strategy, and measurable outcomes of the evidence-based practice proposal.

List steps needed to implement each strategy in a change proposal.

Outline the resources needed to develop and implement a change proposal.

Describe methods for obtaining necessary support from key stakeholders.

Develop a plan to evaluate the effectiveness of the change proposal project.

   1:1, 1:2, 1:3, 1:4, 1:5, 2:1, 2:2, 2:3, 2:4, 4:1, 4:3, 5:1, 5:4 MC1; MC2; MC3; MC4

 

  
Literature Review Develop a plan to evaluate the effectiveness of the change proposal project.   1:1, 1:2, 1:3, 1:4, 1:5, 2:1, 2:2, 2:3, 4;1, 4:3, 1:1, 1:2, 1:3, 1:4, 1:5, 2:1, 2:2, 2:3, 4;1, 4:3,  
Change Proposal Project and Dissemination Plan I Identify methods to evaluate a proposed solution.

Describe variables and outcomes to be assessed pre- and post-project implementation.

Utilize appropriate tools such as basic statistics to evaluate project outcomes.

   1:1, 1:2, 1:3, 1:4, 1:5

2:1, 2;2, 2:3

3:1, 3:2, 3:3, 3;4

4:1, 4:2, 4:3,

5:1, 5:2, 5:3, 5:4

 MC1; MC2; MC3; MC4; MC5

 

  
Change Proposal Project and Dissemination Plan II Summarize plans for disseminating evidence.

Use communication and collaboration skills to deliver high-quality, evidence-based, patient-centered care.

   1:1, 1:2, 1:3, 1:4, 1:5

2:1, 2;2, 2:3

3:1, 3:2, 3:3, 3;4

4:1, 4:2, 4:3,

5:1, 5:2, 5:3, 5:4

 MC1; MC2; MC3; MC4; MC5

 

  
Benchmark: Capstone Project Change Proposal Portfolio Produce a comprehensive and professional change initiative presentation.

Integrate acquired knowledge and skills into professional practice.

Examine the implementation of evidence-based research in nursing practice.

Analyze research findings for the enhancement of evidence-based practice in the clinical setting.

Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care in a collaborative interprofessional setting. The Individual Success Plan (ISP) assignment

Analyze the impact of organizational and environmental factors on health care delivery and practice.

Demonstrate leadership and communication skills to effectively implement change initiatives for nursing practice.

   1:1, 1:2, 1:3, 1:4, 1:5

2:1, 2;2, 2:3

3:1, 3:2, 3:3, 3;4

4:1, 4:2, 4:3,

5:1, 5:2, 5:3, 5:4

 MC1; MC2; MC3; MC4; MC5

 

  
Benchmark- Professional Capstone and Practicum Reflective Journal Produce a comprehensive and professional change initiative presentation.

Integrate acquired knowledge and skills into professional practice.

Examine the implementation of evidence-based research in nursing practice.

Analyze research findings for the enhancement of evidence-based practice in the clinical setting.

Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care in a collaborative interprofessional setting.

Analyze the impact of organizational and environmental factors on health care delivery and practice.

Demonstrate leadership and communication skills to effectively implement change initiatives for nursing practice.

   1:1, 1:2, 1:3, 1:4, 1:5

2:1, 2;2, 2:3

3:1, 3:2, 3:3, 3;4

4:1, 4:2, 4:3,

5:1, 5:2, 5:3, 5:4

 MC1; MC2; MC3; MC4; MC5

 

  
Clinical Practice Hours          
Evaluations from Preceptor          
Personal Evaluation of Preceptor          
Scholarly Activity Report          
Competency Self-Assessment          
Reflective Journal          

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance. The Individual Success Plan (ISP) assignment

 

Student Signature
Name:  
Date:  
Preceptor Signature [Upon Initiation of Course]
Name:  
Date:  
Preceptor Signature [Upon Completion of Course]
Name:  
Date:  

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance. The Individual Success Plan (ISP) assignment

 

  1. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

1.2:      Manage patient care within the changing environment of the health care system.

1.3:      Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4:      Participate in health care policy development to influence nursing practice and health care.

1.5:      Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1:      Incorporate liberal arts and science studies into nursing knowledge.

2.2:      Comprehend nursing concepts and health theories.

2.3:      Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1:      Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2:      Implement patient care decisions based on evidence-based practice.

3.3:      Provide individualized education to diverse patient populations in a variety of health care settings.

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

4.3:      Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1:      Understand the human experience across the health-illness continuum.

5.2:      Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3:      Provide culturally sensitive care.

5.4:      Preserve the integrity and human dignity in the care of all patients. The Individual Success Plan (ISP) assignment

Health History and Physical Assessment Guidelines

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Health History and Physical Assessment Guidelines

Purpose
Before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an
assessment, collecting subjective and objective data from an individual. The data collected are used to
determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on
collecting both subjective and objective data, synthesizing the data, and identifying health and wellness
priorities for the person. The purpose of the assignment istwofold.
1. To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and
spiritual values, and developmental) and objective data (physical examination findings) in planning
and implementing nursing care. Health History and Physical Assessment Guidelines
2. To reflect on the interactive process that takes place between the nurse and an individual while
conducting a health assessment and a physical examination.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Explain expected client behaviors while differentiating between normal findings, variations and
abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate
clinical judgment in professional decision-making and implementation of nursing process while
obtaining a physical assessment. (POs 4 and 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and
spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO 5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection,
palpation, percussion, and auscultation. (PO 2)

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CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2 and 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing
appropriate documentation. (POs 6 and 7) Health History and Physical Assessment Guidelines
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this
assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Complete a health history and physical examination on an individual. Using the following subjective and objective
components, as well as your textbook for explicit details about each category, complete a health history and
physical examination on an individual. The person interviewed must be 18 years of age or older. Please be sure to
avoid the use of any identifiers in preparing the assignment and follow HIPAA protocols.
a. Students may seek input from the course instructor on securing an individual for thisassignment.
b. Avoid the use of client identifiers in the assignment, HIPAA protocols must be utilized.
c. During the lab experiences, you will conduct a series of physical exams that include the systemslisted
in Objective Data below.
d. Refer to the course textbook for detailed components of each systemexam.
Remember, assessment of the integumentary system is an integral part of the physical exam and should be
included throughout each system.
e. Keep notes on each part of the health history and physical examination as you complete them so that you
can refer to the notes as you write the paper, particularly the reflection section.
f. Utilize proper medical terminology. Health History and Physical Assessment Guidelines
2. Include the following sections, used as section headers within the paper.
NR306 Health Assessment
RUA Health History and Physical Assessment Guidelines
a. Health History: Subjective Data (30 points/30% [1-2 paragraphs inlength])
1) Demographic data
2) Reason for care
3) Present illness (PQRST of currentillness)
4) Perception of health
5) Past medical history (including medications, allergies, and vaccinations and immunizations)
6) Family medical history
7) Review ofsystems
8) Developmental considerations
9) Cultural considerations
10) Psychosocial considerations
11) Presence or absence of collaborative resources(community, family, groups, and healthcare system)
b. Physical Examination: Objective Data (30 points/30% [1paragraph])
1) HEENT (head, eyes, ears, nose, andthroat)
2) Neck (including thyroid and lymph chains)
3) Respiratory system
4) Cardiovascularsystem
5) Neurologicalsystem
6) Gastrointestinalsystem
7) Musculoskeletalsystem
c. Needs Assessment (20 points/20% [2paragraphs])
1) Based on the health history and physical examination findings, determine at least two health
education needsfor the individual. Remember, you may identify an educational topic that isfocused
onwellness.
2) Support the identified health teaching needs selected with evidence from two current, peerreviewed journal articles.
3) Discuss how the interrelationships of physiological, developmental, cultural, and psychosocial
considerations will influence, assist, or become barriersto the effectiveness of the proposed health
education.
4) Describe how the individual’sstrengths(personal, family, and friends) and collaborative resources
(clinical, community, and health and wellness resources) effect proposed teaching.
d. Reflection (10 points/10% [1paragraph])
Reflection is used to intentionally examine our thought processes, actions, and behaviors in order to
evaluate outcomes. Provide a written reflection that describes your experience with conducting this
complete health history and physical assessment.
1) Reflect on your interaction with the intervieweeholistically.
a) Describe the interaction in its entirety: include the environment, your approach to the individual,
time of day, and other features relevant to therapeutic communication and to the interview
process.
2) How did your interaction compare to what you have learned?
3) What barriers to communication did youexperience?
a) How did you overcome them? Health History and Physical Assessment Guidelines
b) What will you do to overcome them in the future?
4) What went well with this assignment?
5) Were there unanticipated challenges during this assignment?
6) Was there information you wished you had available but did not?
7) How will you alter your approach nexttime?
e. Writing Style and Format (10points/10%)
1) Writing reflects synthesis of information from prior learning applied to completion of the assignment.
2) Grammar and mechanics are free of errors.
3) Able to verbalize thoughts and reasoningclearly.
4) Use appropriate resources and ideas to support topic with APA where applicable.
5) HIPAA protocolsfollowed.
NR306 Health Assessment
RUA Health History and Physical Assessment Guidelines
For writing assistance, visit the Writing Center.
Please note that your instructor may provide you with additional assessments in any form to determine that you fully
understand the concepts learned in the review material. Health History and Physical Assessment Guidelines