SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs Assignment
SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
This is a Block I Field Experience. In this block, your field experience must be completed before or after school, or other designated times when students are not present.
Spend at least 2.5 hours to complete the following field experience.
Interview a certified special education teacher at the educational level (PK- 12) of your program, about the following:
c
What are some characteristics of various exceptionalities and the educational implications for students with exceptionalities?
What is the effect an exceptionality can have on a student’s academic and social development, attitudes, interests, and values? SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
How do you collaborate with general education teachers?
In what ways do you address the unique learning needs of the individuals with exceptionalities in the classroom, including for those students with culturally and linguistically diverse backgrounds?
How do you protect the privacy of students with exceptionalities? What are some dilemmas you have experienced with this?
In 250-500 words, summarize and reflect upon your interview and on the professionalism and integrity of protecting student privacy. In addition, be sure to explain how you will use your findings in your future professional practice, citing two recommended strategies for differentiating instruction based on learning differences.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
SPD 200 Topic 5 Complete Assignment GCU
SPD 200 Topic 5 Step-by-Step Teaching and Learning
Details:
After reviewing the readings for this week, choose a grade level and an exemplary lesson plan from this topic’s readings. For each of the questions that follow, compose a 50-150 word response regarding the lesson you chose.
What is the lesson’s objective? Is it measurable and observable? If not, how could the objective be rewritten to be measurable and observable? Be sure to provide the grade level and academic subject area for the lesson, along with the corresponding academic standards.
Is whole group instruction utilized in the lesson? If not, how can whole group instruction be incorporated into the lesson? How could a co-teacher be utilized during whole group instruction? What technologies would you include to meet all student needs during this time? SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
What process would you follow to create small groups for instruction for the lesson? How would you meet all student needs and ensure positive classroom management during small group instruction?
What learning center activities would you include that align to the lesson? What technology might be incorporated during learning center activities? How will you teach classroom procedures for small groups and learning center times to ensure positive classroom management?
How would you assess student learning during whole group lessons, small group instruction, and independent work times?
What principles of Universal Design for Learning would you incorporate into the lesson?
Submit short answers only.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
https://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.png00Naomi Nashttps://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.pngNaomi Nas2022-05-31 08:06:232022-05-31 08:06:23SPD 200 Topic 4 Field Experience B: Observation of Student Differences and Individual Learning Needs
In this DB, after watching the video Tuesdays with Morrie (1999) by Mitch Albom, answer the following questions. Refer to the video located under INSTRUCTIONAL MATERIALS. Discuss the following prompts related to normal aging and acute and chronic co-morbid physical conditions as they relate to Morrie.
• Discuss the modalities of reminiscence and life review and the significance of the life story of an elder.
• What inference can you make to improve effective communication strategies for older adults with speech, language, hearing, vision, and cognitive impairment. Gerontological Reminiscence Assignment
• Identify the impact of culture and family values in providing quality care for older persons.
Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
APA 7th edition
Please uses a second peer reviewed reference from 2016-2020
Words Limits
Initial Post: Minimum 200 words excluding references (approximately one (1) page).
nrse_4560_m3_im_the_effectiveness_of_g
Geriatric Nursing 36 (2015) 372e380 Contents lists available at ScienceDirect Geriatric Nursing journal homepage: www.gnjournal.com Feature Article The effectiveness of group reminiscence therapy for loneliness, anxiety and depression in older adults in long-term care: A systematic review Sharifah Munirah Syed Elias, MNSc, RN, BHSc(Nurs), Cert(Geront), PhD(c) a, b, *, Christine Neville, PhD, RN, FACMHN a, Theresa Scott, PhD, GCResMeth, BPsySc(Hons) a a The University of Queensland, School of Nursing, Midwifery and Social Work, QLD 4072, Australia Department of Special Care Nursing, Faculty (Kulliyyah) of Nursing, International Islamic University Malaysia, Jalan Hospital, 25100 Kuantan, Pahang, Malaysia b a r t i c l e i n f o a b s t r a c t Article history: Received 5 March 2015 Received in revised form 12 May 2015 Accepted 18 May 2015 Available online 19 June 2015 Loneliness, anxiety and depression are common problems for older adults in long-term care. Reminiscence therapy is a non-pharmacological intervention that may be of some benefit. In comparison to individual reminiscence therapy, group reminiscence therapy is a preferred option when dealing with the resource constraints of long-term care. The aim of this paper was to systematically review the literature in order to explore the effectiveness of group reminiscence therapy for older adults with loneliness, anxiety and depression in long-term care. Results indicated that group reminiscence therapy is an effective treatment for depression in older adults, however to date, there is limited research support for its effectiveness to treat loneliness and anxiety. Further research and an improvement in methodological quality, such as using qualitative and mixed methods approaches, is recommended to help establish an evidence base and provide better understanding of the effectiveness of group reminiscence therapy. Ó 2015 Elsevier Inc. All rights reserved. Keywords: Anxiety Aged Depression Loneliness Nursing research Psychotherapy Reminiscence therapy Introduction In many countries, long-term care (LTC) for older adults who have poor physical and/or mental health and functional disabilities is a common part of the aged care system. For example, a broad range of recent estimates of older adults in long-term care are: Australia 5.3%1; Malaysia, 0.08%2; United States of America, 3.9%3; United Kingdom, 4.1%4; Germany, 3.2%.5 Although these percentages indicate only a small proportion of the population, the level of disability and the type of care required is significant and this will become a larger issue over the coming decades as the world population of older adults increases disproportionally to other age groups.6 The move into LTC can be very stressful for an older adult and debilitating feelings of loneliness, anxiety and depression is a significant feature.7 These feelings can last up to four years after admission to LTC.8 Other problems identified by older adults when relocating to LTC include difficulty in establishing meaningful Funding: IIUM/202/C/1/1/5377. * Corresponding author. Tel.: þ61 431470474. E-mail address: sharifah.syedelias@uq.net.au (S.M. Syed Elias). 0197-4572/$ e see front matter Ó 2015 Elsevier Inc. Gerontological Reminiscence
All rights reserved. http://dx.doi.org/10.1016/j.gerinurse.2015.05.004 interpersonal relationships with other residents and staff,9e11 loss of identity and purpose in life,12 sadness and boredom13 and lack of social support.14 The prevalence rate of loneliness in LTC older adults has been reported as high as 56%15; prevalence rate for anxiety as 14%15 and prevalence rate for depression as 71.8%.16 Loneliness can be defined as the loss of valued interpersonal relationships or inability to establish satisfying relationships.17 Loneliness is a risk factor for physical and psychological health deficiencies such as dementia,18 depression,19,20 anxiety20 and cardiovascular diseases.18 Anxiety can be defined as “an anxiety and worry about several real-life problems, occurring for at least six months”.21 Anxiety is often an unrecognized comorbidity of depression.22 Depression is defined as depressed mood or loss of interest in activities of daily living for more than two weeks that can be diagnosed based on several symptoms such as depressed mood, decline in interest and pleasure and weight loss or weight gain.21 Both depression and anxiety are undertreated in older adults.23e26 The symptoms of anxiety and depression are difficult to diagnose due to coexistence with physical problems and the misbelief that these conditions are a part of the normal aging process.24 Undertreated depression and anxiety S.M. Syed Elias et al. / Geriatric Nursing 36 (2015) 372e380 can lead to low quality of life, other more serious diseases and a shorter life span.27 Suicide is also a risk for older adults with depression.28 Several approaches such as pharmacological and nonpharmacological strategies can be used to treat or prevent loneliness, anxiety and depression. Loneliness is not a condition amenable to drug treatment but can be treated through psychosocial measures such as group therapy. Pharmacological treatment such as psychotropic drugs is usually the first option to treat depression and anxiety. Common psychotropic drugs in use are antidepressants, anxiolytics, hypnotics and antipsychotics. The excessive or moderate use of psychotropic drugs can lead to insomnia, depression, falls, hyponatremia, fracture and epilepsy.29,30 Due to the adverse effects of psychotropic drugs, it is prudent to use non-pharmacological treatments such as health education, counseling and psychotherapies as the first option. Reminiscence therapy is one type of psychotherapy that could alleviate feelings of loneliness, anxiety and depression among older adults. Reminiscence by definition is a method or technique to recall past memories.31 Therapy itself can be defined as the branch of medicine that deals with different methods of treatment and healing in the cure of disease.32 Reminiscence therapy can be defined as uses the recall of past events, feelings and thoughts to facilitate pleasure, better quality of life and better adjustment to present circumstances.33 Reminiscence therapy can be structured or unstructured, and conducted in a group or individual34 setting. Reminiscence is known as reminiscence therapy when it involves communication between two or more individuals and the achievement of certain goals based on individuals needs. Gerontological Reminiscence Assignment
Reminiscence therapy is different from simple reminiscence whereby certain elements should be considered, such as: where the therapy takes place, the aims of the therapy, the theory that may underpin the therapy, the types of participants involved, and the qualifications of facilitators.35 It is stated that there were important elements that differentiate reminiscence from other therapies.36 In reminiscence therapy, the participants are free to discuss their life stories and they can focus on both pleasant and sad memories.36 At the same time, participants can learn something from their past problems to shape their present life.37 The value of reminiscence therapy above and beyond other therapies is that it may help older people gain their personal value38 and self-identity39 by recalling past memories. Given today’s challenges in LTC, this therapy is valuable because it can be conducted during normal activities of daily life in LTC, such as during mealtime and walking around the facility LTC.38 Furthermore, staff in LTC reported that reminiscence therapy enhanced their interaction with residents, increased work satisfaction, and developed their understanding of the residents.39 Three types of reminiscence therapy are identified in the literature, simple reminiscence, life review and life review therapy.31,35 Simple reminiscence is defined as unstructured spontaneous reminiscence with the goals to increase social well-being of older people.31,35 In comparison to simple reminiscence, life review more structured and focused on both positive and negative life events. Life review therapy, is an advanced type of reminiscence therapy, which is a more formal and in-depth intervention.40 Life review therapy is conducted when dealing with a particular problem34 and can be psychotherapeutic for people who are severely depressed or anxious.31,35 Eight functions of reminiscence therapy were identified.41 Briefly, these were 1) Identity e appreciating oneself; 2) Problem Solving e recognizing one’s own strengths in dealing with problems; 3) Death Preparation e facilitating acceptance of death; 4) Teach/Inform e sharing life stories with intent to teach; 5) Conversation e developing ways of communication with other people; 6) Bitterness Revival e revisiting memories of difficult life events; 7) 373 Boredom Reduction e reminiscing to relieve feelings of boredom; and 8) Intimacy Maintenance e remembering significant people. It was found that the eight functions of reminiscence therapy41 could be grouped according to three higher order dimensions linked to well-being: positive self-functions, negative self-functions, and prosocial functions.42 Positive self-functions referred to preserving or developing self-awareness and included reminiscence for Identity, Problem Solving, and Death Preparation. Negative self-functions related to regrets about the past and rumination and included Bitterness Revival, Boredom Reduction and Intimacy Maintenance. Pro-social functions of reminiscence fostered relatedness with others such as Conversation and Teach/Inform. These functions of reminiscence therapy have relevance to older adults with depression, loneliness and anxiety. For example, Bitterness Revival, Boredom Reduction and Intimacy Maintenance functions may enhance well-being for older adults with depression. Problem Solving, Death Preparation, and Teach/Inform may be appropriate for older adults with anxiety. Identity, Problem Solving, Teach/ Inform, Conversation, Boredom Reduction, and Intimacy Maintenance functions may be applicable to older adults who are lonely. There are different types of reminiscence therapy such as transmissive reminiscence, integrative reminiscence, instrumental reminiscence and spiritual reminiscence. Transmissive reminiscence is defined as sharing past life events from one generation to the next generation.43 Integrative reminiscence therapy focuses on reviewing past events irrespective of whether these were negative or positive experiences. Gerontological Reminiscence
The aim of integrative reminiscence is to develop positive self-esteem and links between past and current memories, as well as energizing negative memories.44 Instrumental reminiscence therapy examines how past events have been resolved to enhance self-esteem.45 Finally, spiritual reminiscence therapy is defined as life review that involves people trying to find the meaning of their life and their future hopes.46 Some therapists prefer to use individual reminiscence therapy47,48 but there is evidence to support the effectiveness of group reminiscence therapy. Group reminiscence therapy usually comprises six to ten participants in each therapy session to enhance group dynamics, whereas individual reminiscence therapy is conducted on a one to one basis.49 When comparing group reminiscence therapy to individual reminiscence therapy use in LTC, at least three authors preferred group reminiscence therapy since it encouraged social contact between the residents, enhanced communication skills, and established new relationships.11,40,50 Furthermore, a systematic review of reminiscence therapy for the treatment of depression established that the social role function of group reminiscence therapy was the defining factor that made it more effective than individual reminiscence therapy.51 From a financial appraisal, group reminiscence therapy was more costeffective than individual reminiscence therapy.40 The present systematic review expands previous work51 by including loneliness and anxiety as well as depression. It was found that loneliness could be a risk factor for anxiety20 as well as depression.19Anxiety is a common comorbid condition with depression; nevertheless many individuals may have anxiety without depression.52 To differentiate between anxiety and depression is a challenging task due to the similarity in the presentation of symptoms of depression and anxiety.23,25 Therefore, it is worthwhile to look at these three outcomes together as they are interrelated conditions often experienced by residents of LTC.7,53 The use of group reminiscence therapy in LTC is also of interest. The research question guiding this review is: ‘what is the effect of group reminiscence therapy on reducing feelings of loneliness, anxiety and depression, in older people diagnosed with symptoms of loneliness, anxiety and depression residing in long-term care settings?’54 374 S.M. Syed Elias et al. / Geriatric Nursing 36 (2015) 372e380 Articles identified through database searching Medline= 127 Embase= 157 Cinahl=61 PsycInfo= 58 Cochrane=2 Scopus=136 Sciencedirect=270 Grey literature=2710 Total (n)=3521 Articles after duplicates removed n=3146 Articles screened n=375 Articles excluded n=354 Full-text articles assessed for eligibility n=21 Full-text articles excluded, with reasons n=14 7 articles were found +1 additional article was identified by searching the reference lists of eligible articles Articles included in the analysis (n=8) Fig. 1. Modified PRISMA flow diagram of article screening and selection. The figure provides an overview of the PRISMA strategy used to identify articles that met the inclusion criteria. In total, eight studies met the inclusion criteria for this review. Methods The Joanna Briggs Institute’s (JBI) method for a comprehensive systematic review was used to guide the study.55 Inclusion criteria This review included experimental, non-experimental, observational and qualitative studies. Systematic reviews were excluded. The population of interest was people aged 60 years and over. LTC encompassed nursing homes, assisted living facilities and residential aged care facilities. The intervention was group reminiscence therapy. Studies that used individual reminiscence therapy were excluded. The outcomes of interest were loneliness, anxiety and depression. Search strategy Both peer reviewed literature and grey literature were included in the search. The databases included in the search were Medline, Embase, Cinahl, PsychInfo, Cochrane, Scopus and Science direct. Grey literature, such as Google scholar and Proquest databases were searched for dissertations and theses. Hand searches of reference lists of studies were conducted to ensure all relevant studies were retrieved. Studies published in English and Malay languages between 2002 and 2014 and full text articles were considered for inclusion in this review. Keywords with Boolean operators that were searched in each database included: (reminiscence) OR (reminiscence therapy) OR (psychotherapy) AND (loneliness) AND (anxiety) AND (depression) OR (depressive symptoms) AND (older people) OR (older adults) OR (elderly). The literature search strategy identified 3521 potentially relevant studies (Fig. 1). Fig. 1 provides an overview of the PRISMA strategy used to identify articles that met the inclusion criteria.56 Initially, 3146 duplicates studies were excluded; resulting in 375 articles screened for inclusion in this review. A further 354 studies were removed based on the title and abstract. The remaining 21 articles were assessed for inclusion in this review.Gerontological Reminiscence
Fourteen articles were excluded for the following reasons: individual reminiscence therapy; for older adults with dementia; community and hospital/ clinics setting; participants aged below 60 years, and published in languages other than English and Malay language. The reference lists of the seven articles that met the inclusion criteria for this review were searched for additional relevant articles. This literature search method identified one further article that met the inclusion criteria. In total, eight studies met the inclusion criteria for this review. These eight studies were assessed for methodological quality, and further data extraction and synthesis. Assessment of methodological quality The eight studies were quantitative studies. All studies were critically appraised using standardized critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of S.M. Syed Elias et al. / Geriatric Nursing 36 (2015) 372e380 Statistics Assessment and Review Instrument (JBI-MAStARI).55 Three independent reviewers performed the methodological validity assessments. The reviewers then met and discussed any disparity of the assessments to reach a final conclusion. Results from the assessments of methodological quality supported the inclusion of all eight studies in the review (Table 1). Since none of the eight studies met all 10 of the JBI MAtSARI criteria e especially concerning the treatment groups and experimental design e a decision criteria cut-off of five, out of a possible 10 points was agreed among the reviewers. Data collection and extraction The data were collected and extracted from the studies using the standardized data extraction tool from JBI-MAStARI.55 The first author performed data extraction while the second author checked the data that were extracted. The data extracted included specific details about the methodology, settings, participants, interventions, duration, outcome measures and findings. Data synthesis Due to heterogeneity of the results such as different methodological approaches, different findings and a limited number of studies for loneliness and anxiety outcomes, it was not possible to conduct meta-analysis of these three outcomes. Therefore, the results were presented in narrative form, including tables to clarify these. Results A summary of study characteristics is presented in Table 2. Only one study examining an outcome of loneliness was found.57 Two studies examining anxiety58,59 and eight studies examining depression34,43,57e62 were identified. Three studies measured more than one outcome.57e59 Of the eight studies, three studies were from the United States of America (USA),34,43,58 three studies were from Taiwan,57,61,62 one study from the United Kingdom (UK),59 and one study from Iran.60 None of the eight studies employed a randomized controlled trial (RCT) design. These involved small sample size, i.e., fewer than 100 participants. Two studies involved males only,57,61 one study involved females only34 and five studies involved both males and females.43,58e60,62 All of the studies used a control group, the interventions were between four and twelve weeks’ duration. In relation to the outcome of loneliness, the single study was conducted in Taiwan with 92 participants (45 participants in the reminiscence group and 47 participants in the control group). The 375 therapy was conducted over an eight weeks period. The scale measuring loneliness was the Revised University of California Los Angeles loneliness scale (RULS-V3).63 The finding was a significant positive short-term effect (3 months follow-up) of reminiscence therapy to combat loneliness. In regard to the outcome of anxiety, two studies were found. These studies were conducted in the USA and the UK. Both of these studies were quasi-experimental. Sample size differed; 35 participants58 and 73 participants.59 These studies implemented different elements in reminiscence therapy. One study explored reminiscence therapy and spiritual reminiscence therapy58 whereas another study investigated group reminiscence therapy and individual reminiscence therapy.59 Although both measured anxiety, they used different scales.58,59 Emery (2002) used the State-Trait Anxiety Inventory (STAI)64 and Haslam et al (2010) used the Hospital Anxiety and D …
A carer is an individual who offers voluntary support to a person to enable him or her perform the tasks that he or she is not capable of doing anymore or tasks that they have not been able to do on their own. This can involve taking care of one’s partner, child, parent, relative or even friend who is sick, mentally challenged, old or suffering from effects of substance abuse. Caring cuts across all cultures, ages, religions, races, color, educational background, economic status etc; people from all walks of life can become carers. This paper examines the challenges and rewards of being a carer for a family member.Advanced Health and Social Care Essay
No one chooses to be a carer; it just happens. After all, if they fail to do it, what would happen to that person they are caring for? It is the feeling of many carers that they are just doing what another person in their shoes would do. Caring for a family member usually happens even without the carer noticing. For instance, if a member of your family is unwell and you are the only person in a position to offer care to them.Advanced Health and Social Care Essay In case of an old family member, the carer will be required to dedicate his time to bathing, feeding and even helping them with toileting. Caring for old people requires patience and understanding because dealing with them can sometimes be difficult (Victor & Victor 2010, p. 172). Though it may be difficult at the beginning, with time one gets used to it and becomes like a personal assistant to that person, caring for him or her day after day. As a result, a carer’s life can be one that is severely restricted by the various caring responsibilities. These added tasks can be difficult, challenging, time-consuming or unrewarding, and more often than not, the responsibilities have an effect on the life of the carer be it economically, emotionally, financially or socially. Advanced Health and Social Care Essay
Caring for a family member comes with its rewards and challenges. Taking care of a family member can be draining both physically and emotionally. In an instance where you are taking care of a sick family member, you may be overwhelmed in the process of caring for them, especially when their health is deteriorating. Family members are dear to us, and when they become ill, it affects us as well. As a carer, your hope is that they will get better soon; no one would enjoy caring for a sick person only for them to die. It not only drains you emotionally, but you also feel that all your effort was in vain. Carers form a close bond with the person they care for; and because of this close bond, they get attached to that person such that if he dies, they are negatively affected emotionally. As a result, they might loose morale to care for people in the future. Advanced Health and Social Care Essay
Caring for a family member is also financially draining. It is not always that money will be available to cater for the needs of the person being cared for. And since, you are the one in charge of their care; it is up to you to ensure that they get everything they need, even if it means borrowing money or finding work to be able to provide for them (Moonie 2000, p. 75).Advanced Health and Social Care Essay
Besides the challenges of caring, it also has its benefits. Knowing that you are helping someone to do things that they cannot do on their own is in itself satisfying. In addition, as you care for someone, you get experience that will help you in the future, when faced with a similar challenge.
Conclusion
Caring for a family member can be a challenging and hard thing to do yet very satisfying. No one chooses to be a carer, it just happens. Finding yourself in a position where you are the only one who can care for them leaves you with no option but to dedicate yourself to caring for them. As much as you may get satisfied caring for a family member, the job also wears a person down both physically, emotionally and socially. It is important to exercise patience and understanding when providing care. Advanced Health and Social Care Essay
https://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.png00Naomi Nashttps://superbnursingessays.com/wp-content/uploads/2022/01/LOGO-300x75.pngNaomi Nas2022-05-31 08:00:462022-05-31 08:00:46Advanced Health and Social Care Essay
Module 2: Cardiovascular and Respiratory Disorders
What’s Happening This Module?
Module 2: Cardiovascular and Respiratory Disorders is a 2-week module, Weeks 3 and 4 of the course. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various cardiovascular and respiratory diseases and disorders. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning.
Knowledge Check: Cardiovascular and Respiratory Disorders
Complete by Day 7 of Week 3
Module 2 Case Study Analysis
You are encouraged to work on your Module 2 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 4.
Go to the Week’s Content
Week 3
Week 4
Week 3: Concepts of Cardiovascular and Respiratory Disorders
The circulatory system and the respiratory system are powerful partners in health. While they work closely together in good health, a disease or disorder that manifests in one can have a significant impact on both, hampering the pair’s ability to collaborate. NURS 6501 Week 2 Assignment: Case Study Analysis
Cardiovascular and respiratory disease and disorders are among the most common reasons for hospital visits, and among the leading causes of fatality. Heart disease and pneumonias are among the most familiar, but a wide variety of issues can impact physiological functioning of one or both systems.
This week, you examine fundamental concepts of cardiovascular and respiratory disorders. You explore common diseases and disorders that impact these systems, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.
Learning Objectives
Students will:
Analyze concepts and principles of pathophysiology across the lifespan
Learning Resources
Required Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review
Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062
Required Media
Module 2 Overview with Dr. Tara Harris
Dr. Tara Harris reviews the structure of Module 2 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and Assignment. (4m)
Pneumonia
MedCram. (2015, September 14). Pneumonia explained clearly by MedCram.com [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo
Note: The approximate length of the media program is 13 minutes.
Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/ NURS 6501 Week 2 Assignment: Case Study Analysis
Knowledge Check: Cardiovascular and Respiratory Disorders
In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.
Possible topics covered in this Knowledge Check include:
myocardial infarction
endocarditis
myocarditis
valvular disorders
lipid panels
coagulation
clotting cascade
deep vein thrombosis
hypertension
heart failure
COPD
asthma
pneumonias
Complete the Knowledge Check by Day 7 of Week 3
To complete this Knowledge Check:
Module 2 Knowledge Check
What’s Coming Up in Week 4?
Next week, you will examine the alterations in the cardiovascular and respiratory systems and the resultant disease processes through case study analysis. You will also consider patient characteristics, including racial and ethnic variables, which may impact altered physiology.
Next Week
To go to the next week:
Week 4
Week 4: Alterations in the Cardiovascular and Respiratory Systems
Cardiovascular and respiratory disorders can quickly become dangerous healthcare matters, and they routinely land among the leading causes of hospital admissions. Disorders in these areas are complicated by the fact that these two systems work so closely as contributors to overall health. APRNs working to form a similarly close partnership with patients must demonstrate not only support and compassion, but expertise to guide the understanding of diagnoses and treatment plans. This includes an understanding of patient medical backgrounds, relevant characteristics, and other variables that can be factors in their diagnoses and treatments.
This week, you examine alterations in the cardiovascular and respiratory systems and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.
Learning Objectives
Students will:
Analyze processes related to cardiovascular and respiratory disorders
Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes
Analyze racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology
Learning Resources
Required Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review
Note: The above chapters were first presented in the Week 3 resources. If you read them previously you are encouraged to review them this week.
Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062
Note: The above article was first presented in the Week 3 resources. If you read it previously you are encouraged to review it this week. NURS 6501 Week 2 Assignment: Case Study Analysis
Required Media
Pneumonia
MedCram. (2015, September 14). Pneumonia explained clearly by MedCram [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo
Note: The approximate length of the media program is 13 minutes.
(Previously reviewed in Week 3)
Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
Scenario 4 (week 4):
45-year-old woman presents with the chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and an increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.
Module 2 Assignment: Case Study Analysis
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factored in the diagnosis, and you explain the implications to patient health. NURS 6501 Week 2 Assignment: Case Study Analysis
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
By Day 7 of Week 4
Submit your Case Study Analysis Assignment by Day 7 of Week 4
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
By Day 7 of Week 4
Submit your Case Study Analysis Assignment by Day 7 of Week 4
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “M2Assgn+last name+first initial.(extension)” as the name.
Click the Module 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Module 2 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Module 2 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 4
To participate in this Assignment: NURS 6501 Week 2 Assignment: Case Study Analysis
Module 2 Assignment
Week 4 Case Study Sample Paper
NURS 6501 Week 2 Assignment: Case Study Analysis
Case Study Analysis
Student’s Name:
Department, University:
Number and Name of Course:
Instructors Name, Title:
Date:
Case Study Analysis
Congestive heart failure (CHF), often termed simply as heart failure, refers to a progressive and chronic condition affecting the heart muscles pumping power. It specifically involves the stage in which there is buildup of fluids in the heart, which results in inefficient pumping (Hajar, 2019). This paper will analyze a CHF patient and present the cardiovascular and cardiopulmonary pathophysiologic processes causing her symptoms, the effect of ethnicity and racial variables and the interaction of processes affecting the patient.
Cardiovascular and Cardiopulmonary Pathophysiologic Processes
CHF often manifests in patients as fatigue, swollen legs, ankles or abdomen, gaining weight, and breath shortness when exercising or lying flat. Diuretics are the mainstay pharmacological therapy which reduces preload in patient with CHF. However, the patient in the case admits to not taking her diuretics. The diuretic medications inhibit water reabsorption from the tubules which consequently increases the volume and loss of water in the urine (McCance, & Huether, 2019). The patient admits that she stopped taking her diuretics as they made her get up every few hours to go to the bathroom. The main cause of the symptoms presented by the patient involves reduction in the hearts muscular efficiency which has occurred due to damage. Systole dysfunction results in stroke volume decreases where reductions in the heart muscles contractility enhances end systolic volume. The hearts contractility is lost due to reduced abilities of the fibers myosin and actin cross-linking during the hearts relaxation and contractions.
Ethnic or Racial Variables
Compared to other races or ethnic groups, African Americans have higher chances of heart failure incidences together with increased risks of mortalities caused by CHF compared to white populations (Tillman et al., 2019). Nearly 50% of all African American adults bear some kind of CVD with hypertension being the main etiological factor that contributes to such trends. The pathophysiology of hypertension in this population group is associated with relatively low renin activities, sodium sensitivities and possibly reduced production of nitric oxide. Other risk factors are higher burdens of diabetes and kidney diseases, genetics, socioeconomic health determinants, limited care access, together with lack of compliance to medications (CDC, 2016).
Interaction of processes
Various structural and functional changes occur in the heart of patients with CHF which interact to give rise to the disease condition. Compensatory increases in blood volume occur with the aim of increasing ventricular preloads and therefore enhancing stroke volumes. Reductions in renal perfusions also occur and lead to reduced urine retention and output. Aorta baroreceptors and stretch receptors are also stimulated by decreases in blood pressure which the results in stimulation of the sympathetic nervous system. Decreases in flow of blood to the kidney leads to release of angiotensin and renin with retention of fluids and sodium by the kidneys occurring when the condition persists and this consequently increases volumes in circulation.
Conclusion
CHF affects the pumping power of heart muscles and manifests in various symptoms presented by the patient in the case. Diuretics are used in treating the condition and lack of adherence can lead to increased heart damage. African Americans are disproportionately affected by heart failure with hypertension or high blood pressure being the major etiological contributing factor. The disease condition arises due to interaction of changes in the functioning and structure of the heart.
References
Centers for Disease Control and Prevention (2016). Public health action plan to prevent heart disease and stroke. http://www.cdc.gov/dhdsp/action_plan
Hajar, R. (2019). Congestive Heart Failure: A History. Heart Views, 20(3), 129–132.
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier. NURS 6501 Week 2 Assignment: Case Study Analysis
Tillman, F., Kim, J., Makhlouf, T., & Osae, L. (2019). A comprehensive review of chronic heart failure pharmacotherapy treatment approaches in African Americans. Therapeutic advances in cardiovascular disease, 13, 1753944719840192.
What’s Coming Up in Module 3?
In Module 3, you will analyze processes related to gastrointestinal and hepatobiliary disorders through case study analysis. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.
Week 5 Knowledge Check: Gastrointestinal and Hepatobiliary Disorders
In Week 5 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 3. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check since the resources cover the topics addressed. Plan your time accordingly. NURS 6501 Week 2 Assignment: Case Study Analysis
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Cross-Examination of Direct Testimony – In this assignment, you will prepare for cross-examination in a courtroom setting. Remember that because the cross-examination cannot typically go beyond the material covered in the direct examination, it should be quite predictable. Complete the following:
Develop a series of 8–10 questions that you would expect during cross-examination. Each should be followed by a brief explanation of why you believe they effectively challenge your own direct testimony Cross-Examination of Direct Testimony Essay Paper. To do so, you should imagine what questions one might ask while representing the opinion opposite to your own.
The following topics must be represented in your questions:
Methodologies used, including whether others were better suited.
Possible contradictions between the original report data, and conclusions and opinions drawn.
Logical inconsistencies or vagueness of language in your direct testimony.
Limitations of the report data.
Formatting: Number and bold face your questions.
Length: 5-7 double spaced pages.
Font and font size: Times New Roman, 12 points Cross-Examination of Direct Testimony Essay Paper.
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This student will present a patient from the shadow health environment. The patient, Brian Foster a fifty-eight-year-old male complaining of chest pain. A focused health history, physical assessment including examination technique, differential diagnosis, and treatment plan will be documented. The examination techniques of inspection, palpation, percussion, and auscultation will be documented throughout focused assessment. Care will be taken to address any potential cultural or developmental needs. All ethical and legal standards of professional nursing practice will be adhered to throughout this discourse. Advanced physical assessment Paper
Focus of Assessment
Brian Foster is a fifty-eight-year-old Caucasian male that has come in to be evaluated for three episodes of intermittent chest pain that has occurred over the last month. This is the first time he has sought out medical evaluation. The objective is to discern the cause of the intermittent chest pain by using sound clinical reasoning. Clinical reasoning can only be developed through experience. Each examination of patient brings about a new learning opportunity to further build clinical expertise.
Subjective Findings
Brian comes to the clinic complaining of three episodes of chest pain in the last month. Two episodes were related to increased activity. The first during heavy yard work and the second walking up four flights of stairs at work. Over eating at his wife’s birthday dinner precipitated the third episode three days ago. During each event, he reports the pain came on suddenly, was in the center of his chest but did not radiate. He describes the pain as a feeling of tightness and being uncomfortable. Pain was reported as five on a numerical pain scale of zero to ten, and lasted only for a few minutes. He denies shortness of breath, syncope, cough, numbness, tingling, nausea, diaphoresis, or heart burn during chest pain events. Resting minimally helps to relieve the pain and thus far he has not taken any medication related to the chest pain. He feels the pain has not been severe enough to consider it an emergency, but does want to have his heart checked out. He currently denies having chest pain and reports his pain as zero. Advanced physical assessment Paper
Medical History
Brian reports he has a history of hypertension and hyperlipidemia. Prescription medications are Lopressor 100mg daily and Lipitor 20 mg daily at bedtime. For occasional body or headaches, he uses Tylenol or Advil and follows the direction on the bottle. 1200mg of Fish oil is the only supplement he currently takes. Brian reports an allergy to codeine that causes nausea but no other known allergies. He denies being treated for chest pain in the past, coronary artery disease, diabetes, or respiratory issues. Last year during his annual exam, a twelve-lead electrocardiogram was performed and reported as normal.
Social History
Brian is married with one daughter and reports a low stress life at home and work. He does not exercise daily but expressed interest in riding a bike once he is feeling better. Breakfast consists of a granola bar or instant breakfast packet. Occasionally he has a large breakfast consisting of eggs, potatoes and bacon. Lunch is typically a turkey sub or salad. He often grills meat and vegetables for dinner. Brian drinks two cups of coffee each day and one liter of water. He reports no illicit drug use and does not smoke. On the weekends, he drinks two or three beers over the weekend.
Review of systems
In general, he denies fever, fatigue, weight loss, palpitations, syncope, or night sweats. No cardiovascular history of murmur, edema, or coagulopathy. Respiratory history negative for productive or nonproductive cough or shortness of breath. No gastrointestinal history of heartburn, nausea, vomiting, GERD, constipation or diarrhea. No Musculoskeletal issues of back pain, arthritis, or recent injuries.
Family History
Father had a history of hypertension and hyperlipidemia. Grandfather passed away form myocardial infarction in mid-fifties. Mother and sister both have diabetes. No family history of pulmonary embolism, stroke, or respiratory issues.
Objective Findings
Brian is a fifty-eight-year-old male alert and oriented to person, place, and time. He makes eye contact throughout visit and is in no distress. He is cooperative to both interview and physical exam. Vital signs are as follows, BP: Right arm 146/90 Left arm 146/88 Pulse: 104 O2Sat: 98% Resp. rate: 19 Temp. 36.7. Blood Pressure, heart rate elevated despite Lopressor.
Systems
Cardiovascular
Heart auscultated S1, S2, and an S3 gallop noted at the 5th left intercostal space at the midclavicular line. Preferably, the patient should be in the left lateral decubitus position for most reliable exam findings. PMI at the fifth intercostal space midclavicular line snapping and brisk but noted lateral shift per palpation. Twelve lead electrocardiogram interpretation, regular rhythm no ST changes.
Peripheral vascular
Right carotid artery bruit noted per auscultation and thrill noted at 3+ per palpation.
Left carotid artery no bruit auscultated. No thrill appreciated amplitude 2+ as expected per palpation. JVP three centimeters above sternal angel per inspection normal finding. Brachial, radial, femoral pulses without thrill, expected amplitude 2+ per palpation. Popliteal, tibial, and dorsalis pedis without thrill per palpation. However, amplitude was less than expected at 1+ per palpation. Capillary refill less than three seconds’ times four extremities. No edema noted throughout exam both to visual inspection and palpation. Advanced physical assessment Paper
Respiratory
Patient breathing unlabored. Vesicular breath sounds auscultated right and left upper lobes, right middle lobe both anterior and posteriorly. Fine crackles auscultated posteriorly in right and left lower lobes.
Skin
Skin warm, pink, and dry per observation. No tenting per palpation. No edema present.
Gastrointestinal
Stomach soft without tenderness to light or deep palpation. Bowel sounds normoactive times four quadrants per auscultation. No abdominal aortic artery bruit appreciated on auscultation. Unable to palpate liver, spleen, or bilateral kidneys. Tympanic throughout abdomen per percussion. The liver is one centimeter below the right costal margin per percussion.
Differential Diagnosis
Identifying the attributes of each symptom and pursuing related details are fundamental to recognizing patterns of disease and to generating the differential diagnosis (Bickley, L. S., 2013). Brian is not having what appear to be an emergent episode of chest pain. If he were, differential diagnosis would be myocardial infarction, aortic dissection, acute coronary insufficiency, or pulmonary embolism. He has experienced three episodes of pain over the last month and reports no pain during this visit. Differential diagnosis for nonemergent chest pain will be explored here. Potential diagnosis based on the patients’ clinical findings are coronary artery disease with stable angina, aortic stenosis, pericarditis, or esophagitis.
Spasms of the esophagus can mimic angina. Patients usually report that the symptoms are worse after eating spicy foods, large meals, or if they lie down after eating (Dains, J., Baumann, L., & Scheibel, P., 2011). On exam, patients may have tenderness in the epigastric area during palpation. Brian reports one incident of chest pain related to a large meal. He did mention however, he felt that the episode was coming on before he started to eat. No other issues related to heart burn, nausea or indigestion were reported. This is unlikely the cause of his chest pain.
Pericarditis
Associated pain is described as sharp focused in the center of the chest and radiates to the back. Risk factors include recent viral or bacterial infection, MI, uremia, and history of
autoimmune disease (Dains & Baumann, 2011). Brian denied any recent illnesses or fever. His
chest pain does not radiate to his back but stays only in the middle of his chest. On exam, no pericardial friction rub was auscultated. This is unlikely the cause of Brian’s pain.
Aortic stenosis
Some causes of aortic stenosis include rheumatic fever, congenital anomalies, or calcification of the aortic valve leaflets. One of the early symptoms is angina, which is usually stable and exertion-related. A more serious and later condition is syncope, again associated with exercise. Additional heart sounds, such as an S4, may be heard secondary to hypertrophy of the left ventricle which is caused by the greatly increased work required to pump blood through the stenotic valve (Narayan, P., & Khetan, A. 2015). Brian denies a history of rheumatic heart disease or syncope, however has an S4 gallop per auscultation. Typically, this type of murmur is best heard at the second right intercostal space with the patient leaning forward (Dains, J., Baumann, L., & Scheibel, P., 2011). It was not possible to ask the patient to lean forward during this assessment. Aortic stenosis is a viable diagnosis for this patient. An echocardiogram would be required to confirm this diagnosis.
Coronary artery disease and stable angina
Brian has several positive risk factors for coronary artery disease. He is a male over forty-five with a history of hypertension and hyperlipidemia. He also has a positive family history of myocardial infarction and hyperlipidemia. Atherosclerotic changes in his arteries are the likely culprit of his symptoms. The resulting plaque buildup narrows the blood flow causing angina which is commonly caused by coronary artery disease. Stable angina refers to chest pain typically described as substernal chest pressure or heaviness (Dains & Baumann, 2011). Brian reports his pain as a tightness in the middle of his chest, however the pain does not radiate. Angina is brought on by increased activity or exertion and lasts for five to ten minutes. It is usually relieved by rest and or medication. Brian reported his pain lasted only a few minutes and felt better with rest. Per auscultation, a bruit is present in the right carotid artery. Per palpation, bilateral lower extremity pulse pressure is 1+ a lower than expected. The findings may be a result of atherosclerotic changes and result in peripheral vascular disease. Many patients with coronary artery disease (CAD) are affected by concomitant significant peripheral atherosclerosis (Sannino, A., Losi, M., Giugliano, G., Canciello, G., Toscano, E., Giamundo, A., & … Esposito, G., 2015). Advanced physical assessment Paper
Treatment Plan
Diagnostics
Brian will require further diagnostic testing before a diagnosis can be made. A repeat
ECG is necessary as it may pick up an abnormality not previously found. Evidence of ischemia is not always obvious on an ECG even when the patient is reporting anginal pain (Dains & Baumann, 2011). Laboratory studies including CK-MB, Troponin-I, CBC, BMP, Lipid panel, LFT’s, and HgbA1c. Even though he does not currently have chest pain, if there has been any damage it could possibly still be picked up. CK-MB levels peak twenty-four hours after an MI, but Tropin-I levels will remain elevated seven to ten days after an MI. Brian has a history of hyperlipidemia and has been taking Lipitor and its effectiveness needs to be reevaluated. A strong family history for diabetes necessitates a HgbA1c level. An echocardiogram to evaluate his heart function including the four heart valves. This information will determine if he has aortic stenosis. An exercise stress test will determine myocardial function related to blood flow thus coronary artery disease. If stress test and or cardiac enzymes are positive, a cardiac catheterization is warranted. Right carotid bruit was auscultated indicating need for doppler studies. Patient may need referral to vascular surgeon for carotid disease evaluation. If his symptoms worsen, he needs to seek medical help immediately.
Medications
Brian’s blood pressure is elevated despite Lopressor. Additional medication is needed to maintain a normal blood pressure. Cardizem is a good second medication to add to Lopressor since he is over fifty-five. If a blood pressure cannot be maintained, an ACE would likely be added to the regimen. He will also need sublingual nitro to use for intermittent chest pain not relieved by rest.
Education
Any new medications prescribed have potential side effects. Brian needs to be aware of the possibility that sublingual nitro can quickly drop blood pressure and cause headache. Also, he will need to monitor his blood pressure daily with the addition of Cardizem. Hypotension can cause injuries if patient becomes syncopal and falls. If he experiences any side effect, he needs to know what he is supposed to do.
Once work up is complete and a diagnosis is made, Brian will need to begin an exercise program. He will also need to address his diet so he is reducing his fat and cholesterol intake.
Ethical and Legal Standards
Ethical codes are systematic guidelines for shaping ethical behavior that answer the normative questions of what beliefs and values should be morally accepted (Butts, J. B., 2017).
The building blocks of professional ethics in patient care are, nonmaleficence, beneficence, autonomy, and confidentiality. Simply stated, do no harm, do good, patients have the right to decide what is best for them, and all information exchanged with the patient is confidential. As students, it can be a struggle between learning and doing no harm. The learning is never more important, however, without it harm maybe done. As society becomes more technologically savvy, virtual learning environments have afforded the opportunity to learn in a safe environment. This allows new practioners to go out into the real world with a more highly developed skill set than ever before.
Cultural Considerations
Culturally congruent practice is the application of evidence-based nursing that is in agreement with the preferred cultural values, beliefs, worldview, and practices of the healthcare consumer and other stakeholders. Cultural competence represents the process by which nurses demonstrate culturally congruent practice. Nurses design and direct culturally congruent practice and services for diverse consumers to improve access, promote positive outcomes, and reduce disparities. (Marion, L., Douglas, M., Lavin, M. A., Barr, N., Gazaway, S., Thomas, E., & Bickford, C., 2017). As a student, it is important not to only focus on the clinical symptoms, but to remember the impact of the patients’ culture. This can influence every aspect from the treatment plan to it being implemented. Experts recommend letting patients establish their cultural identity by probing four key areas during the patient interview: the individual’s cultural identity; cultural explanations of the individual’s illness; cultural factors related to the psychosocial environment and levels of function; and cultural elements in the clinician- patient relationship (Bickley, L. S., 2013).
Conclusion
Heart disease is the leading cause of death in the United States (cdc.org., 2017). Brian Foster has had three episodes of exertional chest pain in the last month. Multiple risk factors put him at an increased risk for coronary artery disease. Once diagnostic exams and laboratory results are complete, a diagnosis can be made as to the cause of his chest pain. Differential diagnosis will be coronary artery disease with stable angina. Aortic stenosis cannot be ruled out. Cardiac catheterization is likely in this case if cardiac enzymes or stress test are positive. One study reported a case where diet and lifestyle modifications, along with lipid lowering therapy, led to the significant regression of coronary artery stenosis (Narayan, P., & Khetan, A., 2015). Once treatment has been successful in releiving Brian’s exertional chest pain, an exercise program, dietary changes, and continuation of lipid lowering medication may yield similar results for him.
Bickley, L. S. (2013). Bate’s guide to physical examination and history taking. (11th ed.).
Philadelphia, PA: Wolters Kluwer Health | Lippincott Williams & Wilkin
Butts, J. B. (2017). Ethics in Professional Nursing Practice. Retrieved from. Advanced physical assessment Paper
http://jblearning.com
Centers for Disease Control (2017). Heart Disease and Statistics. Retrieved from http://cdc.gov
Dains, J., Baumann, L., & Scheibel, P. (2011). Advanced health assessment & clinical diagnosis
in primary care (4th ed.). St. Louis, MO: Mosby Elsevier.
Marion, L., Douglas, M., Lavin, M. A., Barr, N., Gazaway, S., Thomas, E., & Bickford, C.
(2017). Implementing the New ANA Standard 8: Culturally Congruent Practice. Online
Journal Of Issues In Nursing, 22(1), 1. doi:10.3912/OJIN.Vol22No01PPT20
Narayan, P., & Khetan, A. (2015). Dramatic regression of coronary artery stenosis three years
after diagnosis. Perfusion, 30(7), 587-589. doi:10.1177/0267659114567934
Nursing World. (2017). About Code of Ethics. Retrieved from https://nursingworld.org
Sannino, A., Losi, M., Giugliano, G., Canciello, G., Toscano, E., Giamundo, A., & … Esposito,
(2015). Aortic and Mitral Calcification Is Marker of Significant Carotid and Limb
Atherosclerosis in Patients with First Acute Coronary Syndrome. Echocardiography,
32(12), 1771-177.
Shadow Health. (2017). Brian Foster focused exam: chest pain. Retrieved from. Advanced physical assessment Paper
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The interviews that you completed inWeek 3 (that is attached)provide background information for your course project to be submitted in this assignment. To support your work, you will also include a literature review. You will need at least three scholarly journal articles. You can use the articles that you referenced in previous weeks’ readings and assignments, or you can search for articles from Online Library for your literature review. A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both a summary and a synthesis PSY4320 W5 Course Project Paper .
Write a short summary (one to two paragraphs) for each article.
Write a brief analysis (one to two paragraphs) for each article and relate each analysis to your course and text readings.
Make a connection, if possible, to the interview process and your own evaluation of each interviewee.
When researching information for your literature review, you also will need to incorporate one or more of the following factors to relate with the interviewees’ evaluations:
Similarities and differences between development according to gender, ethnicity, and socially derived groups
Age-appropriate and socially constructed milestones
Impact of interpersonal factors (e.g., social roles and relationships) during early and middle adulthood
The nature of stress, coping, and resistance in the context of gender
The importance of gender identity in the context of work
Develop your final project in a 4- to 5-p age Microsoft Word document written in APA format, including the following sections:
A title page
An abstract (summary of the course project)
An introduction section including:
An introduction to gender development and identity based on your course and text readings
The purpose of the p aper
A literature review section including:
A review and analysis of the scholarly journal articles
An understanding of how gender theories apply to the interview responses and a comparison with your own responses (identifying the theories)
A methods section including:
The proposed participants and age groups (without any personal information)
The questions used
The setting (one-on-one interviews) PSY4320 W5 Course Project Paper
A results section including:
General information, such as the setting (time and place) of the interviews
Answers to the demographic and interview questions
Applicable quotes from the interviewees that highlight your analysis
A discussion section including:
An analysis of gender development and the identity of each of the individuals interviewed
A comparison of the interviews
An examination of central themes in gender development and identity (e.g., early learning about gender, influence of gender on roles and decisions, transitions, conflicts, challenges, etc.)
Concluding remarks regarding the interviews
A references section PSY4320 W5 Course Project Paper
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To ensure patient care’s safety, high quality, and cost-effectiveness, nurses base their practice on sound and tested evidence. Students will better understand evidence-based practice (EBP) and how it interacts with and is aligned with research and quality improvement in this course. Students will learn how to search for evidence using databases and apply their knowledge of research methodologies to critically appraise literature. Additionally, they will look for ways to improve their synthesis and integration skills to determine whether a change in practice is necessary based on evidence. Students will examine the complexities of leading and mentoring change within an organization to improve nursing practice by analyzing implementation, evaluation, and dissemination strategies.
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The NURS 6052 Essentials of Evidence-Based Practice course was created to help nurses base their practice on an acceptable evidence-based and cost-effective approach to patient care. Participants will have the opportunity to learn more about the relationship and development of the course’s three pillars, which are theory, research, and practice. The NURS 6052 Essentials Of Evidence-Based Practice course will conclude with students learning research literature to differentiate various research designs. NURS 6052 – Essentials Of Evidence-Based Practice
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Question of interest: “For critically ill patients, does monitoring Stoke Volume yield more accurate or more appropriate diagnostic/ assessment information than Central Venous Pressure during fluid resuscitation?”
To Complete:
Write a 3- to 4-page paper that includes the following information:
A synopsis of your area of interest, identification of the problem you’ve chosen, and explanation of the significance of this problem for nursing practice
The five questions you generated, as well as a description of how you evaluated their feasibility.
Your preliminary PICOT question, as well as a description of each PICOT variable pertinent to your inquiry
At least 10 keywords that could be used to conduct a literature search for your PICOT question, as well as a rationale for your choices
Nurses base practice on sound and tested evidence to ensure the safety, high quality, and cost-effectiveness of patient care. This course provides students the opportunity to gain a better understanding of the development and relationship of nursing theory, research, and practice. Through a variety of online activities and coursework, students explore the role of nursing theory in both research and practice. They examine research literature to differentiate and critique various research designs, including quantitative, qualitative, and mixed-method models; appraise statistical data; and analyze evidence. Acquired knowledge helps students to critically evaluate research to make decisions about use of findings to enhance practice. NURS 6052 – Essentials Of Evidence-Based Practice
NURS 6052/NURS5052/NRSE6052 Essent of Evidence
Week 1 Assignment
Evidence-Based Practice and the Quadruple Aim
Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.
More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.
To Prepare:
Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.
To Complete:
Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.
Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:
Patient experience
Population health
Costs
Work life of healthcare providers
Week 2 & 3 Assignment
Evidence-Based Project
Is there a difference between “common practice” and “best practice”?
When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie” you likely kept the nature of your questions to those with answers that would best help you perform your new role.
Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.
Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice? NURS 6052 – Essentials Of Evidence-Based Practice
In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.
Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.
Part 1: An Introduction to Clinical Inquiry
Create a 4- to 5-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you used keywords to search on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four peer-reviewed articles you selected.
Part 2: Identifying Research Methodologies
After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:
The full citation of each peer-reviewed article in APA format.
A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
Week 5 Assignment
Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?
In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.
To Prepare:
Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
Use the key words from the PICO(T) question you developed and search at least four different databases in the Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.
The Assignment (Evidence-Based Project)
Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews
Create a 6- to 7-slide PowerPoint presentation in which you do the following:
Identify and briefly describe your chosen clinical issue of interest.
Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
Provide APA citations of the four peer-reviewed articles you selected.
Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
Week 7 Assignment
Evidence-Based Project, Part 4: Critical Appraisal of Research
Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.
Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.
In this Assignment, you will use appraisal tools to conduct a critical appraisal of published research. You will then present the results of your efforts.
To Prepare:
Review the Resources and consider the importance of critically appraising research evidence.
Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.
Review and download the Critical Appraisal Tools document provided in the Resources.
The Assignment (Evidence-Based Project)
Part 4A: Critical Appraisal of Research
Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tools document. Be sure to include:
An evaluation table
A levels of evidence table
An outcomes synthesis table
Part 4B: Critical Appraisal of Research
Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research. NURS 6052 – Essentials Of Evidence-Based Practice
Week 9 Assignment
Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change
The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.
In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.
The Assignment: (Evidence-Based Project)
Part 5: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the evaluation table (1 slide)
An explanation about what you learned from completing the levels of evidence table (1 slide)
An explanation about what you learned from completing the outcomes synthesis table (1 slide)
Week 11 Assignment
Evidence-Based Capstone Project, Part 6: Disseminating Results
The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP. NURS 6052 – Essentials Of Evidence-Based Practice
To Prepare:
Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
Consider the best method of disseminating the results of your presentation to an audience.
To Complete:
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.
Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy. NURS 6052 – Essentials Of Evidence-Based Practice
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NUR-550 – Translational Research and Population Health Management Course Syllabus
Course Description
In this course, students examine the process of scientific inquiry, knowledge generation, utilization, and dissemination of evidence into advanced nursing practice in order to propose quality improvement initiatives that advance the delivery of safe, high-quality care for patient populations. Students critically evaluate evidence, including scientific findings from the biopsychosocial fields, epidemiology, biostatistics, genetics, and genomics, and apply levels of evidence and theoretical frameworks to design culturally appropriate clinical prevention interventions and population-based care that reduce risks, prevent disease, and promote health and well-being. Students also consider strategies to evaluate health policy and advocacy issues, the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction for diverse populations. Students apply these strategies to work towards recognizing gaps in nursing and health care knowledge, identifying potential solutions or innovations for those gaps, planning and implementing practice changes, and evaluating the outcomes in order to improve practice. Prerequisite: NUR-513.
Pre-Requisites
NUR-513.
Co-Requisites
NUR-550
Course Materials
Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L., & Horowitz, M. R. (2016). Population health: Creating a culture of wellness. Burlington, MA: Jones & Bartlett Learning. ISBN-13: 9781284047929
Advanced Nursing Research: From Theory to Practice
Description:
Tappan, R. M. (2016). Advanced nursing research: From theory to practice (2nd ed.). Burlington, MA: Jones & Bartlett Learning. ISBN-13: 9781284048308. NUR-550 – Translational Research and Population Health Management Course Syllabus
Evidence-Based Practice in Nursing and Healthcare
Description:
Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-based practice in nursing and healthcare (3rd ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins. ISBN-13: 9781451190946
NUR-550 Course Objectives
Description:
In this course, the student will:
Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice.
Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
Identify gaps in nursing knowledge and EBP that can potentially be resolved by planning and implementing a practice change project.
Formulate a clinically researchable question amenable to an innovative evidence-based practice change
Write a scholarly literature review that supports a clinically researchable question amenable to an innovative evidence-based practice change proposal.
Evaluate health policy and advocacy issues for the purpose of improving health care outcomes.
Engage in scientific inquiry into the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction of diverse populations.
Propose quality improvement initiatives that advance the delivery of safe, high-quality health care.
Use principles from epidemiology, biostatistics, genetics, genomics, and cultural competence to guide comparisons of various patient populations.
Topic 1: Quality Research and Theoretical Frameworks
Description
Objectives:
Differentiate translational research from evidence-based
Discuss the application of translational research to population health
Discuss models of translational
Evaluate sources of translational
Study Materials
Advanced Practice Nursing: Essential Knowledge for the Profession
Description:
Read Chapter 22 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Advanced Nursing Research: From Theory to Practice
Description:
Read Chapters 1-3 and 25 in Advanced Nursing Research: From Theory to Practice.
Evidence-Based Practice in Nursing and Healthcare
Description:
Read Chapter 1 in Evidence-Based Practice in Nursing and Healthcare.
Translational Research: A Historical Overview and Contemporary Reflections on the Transformative Nature of Research
Description:
Read “Translational Research: A Historical Overview and Contemporary Reflections on the Transformative Nature of Research,” by Boynton and Elster, from Journal of Research Administration (2012).
Practice-Based Research Priorities for Palliative Care: Results From a Research-to-Practice Consensus Workshop
Description:
Read “Practice-Based Research Priorities for Palliative Care: Results From a Research-to-Practice Consensus Workshop,” by Pillemer, Chen, Riffin, Prigerson, Schultz, and Reid, from American Journal of Public Health (2015).
Translational Research and Nursing Science
Description:
Read “Translational Research and Nursing Science,” by Grady, from Nursing Outlook (2010).
GCU Library: Nursing and Health Sciences Research Guide
Description:
Review the “Nursing and Health Sciences” research guide, located on the GCU Library website.
Translational Research Graphic Organizer Template
Description:
Use the “Translational Research Graphic Organizer Template” to complete the Topic 1 assignment. NUR-550 – Translational Research and Population Health Management Course Syllabus
Tasks
Topic 2: Research Framework and Legal and Ethical Translation
Description
Objectives:
Discuss ethical guidelines for conducting translational
Examine ethical and legal considerations related to translating research into
Discuss ethical research considerations specific to population
Study Materials
Tasks
Topic 3: Methodology and Data
Description
Objectives:
Differentiate types of translational research
Compare the validity of translational research to traditional research and data collection
Describe strategies to maintain the integrity of translational
Discuss challenges of research design and data collections related to population
Study Materials
Tasks
Topic 4: Epidemiology, Biostatistics, Genetics, and Genomics
Description
Objectives:
Describe the role of epidemiology in researching and addressing population health
Discuss the value of biostatistics in population health
Connect ecological, global, and social determinants of health and principles of genetics, genomics, and epidemiology to translational
Study Materials
Advanced Practice Nursing: Essential Knowledge for the Profession
Description:
Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.
Population Health: Creating a Culture of Wellness
Description:
Read Chapters 2-4 in Population Health: Creating a Culture of Wellness.
Advanced Nursing Research: From Theory to Practice
Description:
Read Chapter 7 in Advanced Nursing Research: From Theory to Practice.
The Emergence of Translational Epidemiology: From Scientific Discovery to Population Health Impact
Description:
Read “The Emergence of Translational Epidemiology: From Scientific Discovery to Population Health Impact,” by Khoury, Gwinn, and Ioannidis, from American Journal of Epidemiology(2010).
Beyond Base Pairs to Bedside: a Population Perspective on How Genomics Can Improve Health
Description:
Read “Beyond Base Pairs to Bedside: A Population Perspective on How Genomics Can Improve Health,” by Khoury, Gwinn, Bowen, and Dotson, fromAmerican Journal of Public Health (2012).
Translational Research in Genomics of Alzheimer’s Disease: A Review of Current Practice and Future Perspectives
Description:
Read “Translational Research in Genomics of Alzheimer’s Disease: A Review of Current Practice and Future Perspectives,” by Mihaescu, Detmar, Cornel, van der Flier, Heutink, Hol, Rikkert, van Duijn, and Janssens, from Journal of Alzheimer’s Disease (2010).
Personalizing Health Care: Feasibility and Future Implications
Description:
Read “Personalizing Health Care: Feasibility and Future Implications,” by Godman, Finlayson, Cheema,
Zebedin-Brandl, Gutiérrez-Ibarluzea, Jones, Malmström, Asola, Baumgärtel, Bennie, Bishop, Bucsics, Campbell, Diogene, Ferrario, Fürst, Garuoliene, Gomes, Harris, and Haycox, from BMC Medicine (2013).
Tasks
PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting the population of focus. Additionally, the information derived from a good PICOT makes it easier to perform a literature search in order to find translational research sources that can be used to address the clinical problem.
Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT and conduct research on the population. NUR-550 – Translational Research and Population Health Management Course Syllabus
Write a 750-1,000-word paper that analyzes your research and focuses on the population you have chosen. Describe the population’s demographics and health concerns, and explain how nursing science, health determinants, and epidemiologic, genomic, and genetic data may impact population health management for the selected population. Provide an overview of a potential solution for solving the health issue related to your population and the intended PICOT statement. Describe how the solution incorporates health policies and goals that support health care equity for the population of focus.
You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies: MS Nursing: Public Health
MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
:Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health.
Topic 4 DQ 1
Description:
How does epidemiology helps in researching and addressing population health challenges? Provide a specific contemporary example.
Topic 4 DQ 2
Description:
Research a health concern that impacts a population with which you are familiar. How do biostatistics affect the research focus? How do you define the population as your patient? Make sure to include the population and health concern.
Topic 5: Evidence for Improving Safety and Quality and Barriers to Translation
Description
Objectives:
Explain how translational research can be used for safety and quality improvement initiatives related to improving population
Discuss common barriers for translating research into
Study Materials
Tasks
Topic 6: Quality Improvement Initiatives and Clinical Prevention Interventions
Description
Objectives:
Evaluate quality improvement initiatives related to improving population health
Evaluate clinical prevention interventions that promote health and wellness for
Study Materials
Tasks
Use the GCU Library to perform a search for peer-reviewed research articles. Find five peer-reviewed primary source translational research articles.
In a paper of 1,250-1,500 words, synthesize the research into a literature review. The literature review should provide an overview for the reader that illustrates the research related to your particular PICOT. Include the following:
Introduction: Describe the clinical issue or problem you are
Methods: Describe the criteria you used in choosing your articles
Synthesize the Literature: Part A: Discuss the main components of each article (subjects, methods, key findings) and provide rationale for how this supports your PICOT; Part B: Compare and contrast the articles: Discuss limitations, controversies, and similarities/differences of the
Areas of Further Study: Analyze the evidence presented in your articles to identify what is known, unknown, and requires further
You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. NUR-550 – Translational Research and Population Health Management Course Syllabus
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This benchmark assignment assesses the following programmatic competencies: MS Nursing: Public Health
MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
: Analyze appropriate research from databases and other information sources to improve health care practices and processes.
Topic 6 DQ 1
Description:
Identify a quality improvement initiative that relates to improving population health outcomes for a population with which you are familiar. Have these initiatives been successful? Why or why not?
Topic 6 DQ 2
Description:
Identify a clinical prevention intervention to promote health and wellness for a population with which you are familiar. Have these clinical prevention interventions been successful? Why or why not?
Week 6 Participation
Description:
Topic 7: Policies Affecting Practice and State of Health Care Delivery
Description
Objectives:
Identify major policy issues affecting the state of health care delivery and population health
Analyze the components of effective population-based health
Discuss the impact of population health policies and initiatives on advanced nursing
Study Materials
Tasks
Topic 8: Using Research to Support Health Policy, Advocacy and Policy Development
Description
Objectives:
Discuss the role of translational research in advancing equitable access to health care and prevention services and policies based on population
Evaluate the role of the advanced practice nurse in advocating for equitable population health services and
Study Materials
Tasks
Benchmark – Population Health Policy Analysis
Description:
Select a current or proposed health care policy that is designed to improve a specific population’s access to quality, cost-effective health care. In a paper of 1,000-1,250 words, include the following:
Explain the policy and how it is designed to improve cost-effectiveness and health care equity for the population. Is the policy financially sound? Why or why not? How does the policy account for any relevant ethical, legal, and political factors and the nursing perceptive one must consider when implementing it?
To what state, federal, global health policies or goals is this particular policy related? How well do you think the policy is designed to achieve those goals? NUR-550 – Translational Research and Population Health Management Course Syllabus
Finally, discuss the advocacy strategies you would employ on behalf of your population to ensure they have access to the benefits of the Explain, from a Christian perspective, the professional and moral obligation of advanced registered nurse to advocate for and promote health and prevent disease among diverse populations.
You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies: MS Nursing: Public Health
MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety
: Examine financially sound health care policy that incorporates the nursing perspective and relevant ethical, legal, and political factors.
: Determine advocacy strategies for improving access, quality, and cost-effective health care for diverse
: Integrate appropriate state, federal, and global health policies and goals into the design of equitable health care for populations.
: Examine the professional and moral obligation of master’s-prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective.
Topic 8 DQ 1
Description:
Define how translational research plays a role in influencing policy? Provide an example of a local health care policy that has been recently enacted and or is awaiting legislative passage that has been influenced by research. NUR-550 – Translational Research and Population Health Management Course Syllabus
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NURS 5051 – Module 1: What Is Informatics? (Weeks 1-2)
Evidence-based practice is an essential nurse competency that supports the provision of effective and efficient care. Through team projects and individual applications, students learn how to organize, evaluate, and use health information and knowledge to critically appraise and use information technology to enhance evidence-based practice. Students also apply evidence-based practice to improve advanced nursing practice and healthcare outcomes across organization, public-health, and consumer-health settings.
Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author. NURS 5051 – Module 1: What Is Informatics? (Weeks 1-2)
Credit: Provided courtesy of the Laureate International Network of Universities.
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