Community and Boundaries

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Community and Boundaries

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by

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the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

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

NRS-427VN-RS4-FunctionalHealthPatternsCommAssessment.doc NRS-427VN-RS4-

NRSE 4530 OSU Genetic Family History Assessment

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NRSE 4530 OSU Genetic Family History Assessment

Overview Topic: GENETIC FAMILY HISTORY ASSESSMENT This assessment requires you to complete a

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Genetic/Genomic Nursing Assessment using the information found in your text on page 224, Box 8-7. You DO NOT need to create a family tree. Rather, write out your assignment in APA format and address the items from the Nursing Assessment box 8-7. Your paper should include the following information: 1. Identify three generations of one family (male/female, age, role in the family such as son/daughter, father, mother, grandmother, grandfather). You may use grandparents, parents, and children. Be sure to find a family with children. 2. Brief health history of each family member (for example what health problems has each member encountered in his/her lifetime). Focus on any/all genetic diseases that may be present or those for which family members may be at risk. 3. Complete a reproduction history for relevant above identified family members 4. Describe the ethnic backgrounds of family member. 5. Identify any growth and development variations of each member. 6. State to what extent each family member understands the causes of their health problems 7. Relate what questions family members may have about potential genetic risks. 8. Describe what nursing intervention strategies the family health nurse should relate to your selected family based on the obtained assessment. References Minimum of four (4) total references: two (2) references from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information) Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases. REQUIRED READINGS A. Required reading: Read Chapters 8 of the textbook B. Required resources for reference: 1. Nurses transforming health care using genetics and genomics: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2835985/ 2. Disclosure of genetic information within families: How nurses can facilitate family communication. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2677756/ 3. Essential genetic and genomic competencies for nurses with graduate degrees https://www.genome.gov/pages/health/healthcareprovidersinfo/grad_gen_comp.pdf 4. National Human Genome Research Institute (NationalInstituteofHealth). https://www.genome.gov/27527634/ NRSE 4530 RUBRIC: M2 A4 WA: GENETIC FAMILY HISTORY ASSESSMENT (40 pts) Criteria Introduction Accomplished 7 to 7 Points  Clearly states the purpose of the paper.  Provides a comprehensive overview of topic or questions.  Engages the reader.  Organized and has easy follow. Family Members and Health History 5 to 5 Points  Describes each family member for three generations.  Identifies health problems for each family member focusing on genetic traits. Family Members’ Ethnic Background, Reproductive History, Growth and Development Variations 5 to 5 Points  Describes family’s ethnic background.  Identifies reproductive history of family members.  Describes any family variations in growth and development.  If none are present, states such. 5 to 5 Points  Thoroughly assesses to what extent the family understands their risk for genetic problems Body Family Understanding of Genetic Health Risks Identification of Genetic Health Risk problems and Nursing Intervention Strategies for Genetic Risk Reduction Last updated: 06/07/2017 5 to 5 Points  Includes questions family members have about genetic health risks.  Provides 2-3 nursing intervention strategies families can use to reduce genetic health risks.  Detailed implications on nursing care. • © 2017 School of Nursing – Ohio University Page 1 of 2 NRSE 4530 RUBRIC: M2 A4 WA: GENETIC FAMILY HISTORY ASSESSMENT (40 pts) Criteria Conclusion Stylistics Accomplished 7 to 7 Points  Summarizes paper and reflects on what the reader has learned from the paper.  Demonstrates persuasive thought and is well organized. 6    to 6 Points APA Citations are appropriate. Formatted correctly. Reference page is complete and correctly formatted.  At least 4 references provided: Two (2) references from required course materials and two (2) peer-reviewed references. *References not older than five years.  More than 600 words excluding title and reference pages. Peer-reviewed references include professional journals (i.e. Nursing Education Perspectives, Journal of Professional Nursing, etc. –), professional organizations (NLN, CDC, AACN, ADA, etc.) applicable to population and practice area, along with clinical practice guidelines (CPGs – National Guideline Clearinghouse). References not acceptable (not inclusive) are UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases. *All references must be no older than five years (unless making a specific point using a seminal piece of information) L © Pag 2 of 2 Running head: GENETIC FAMILY HISTORY Genetic Family History 1 GENETIC FAMILY HISTORY 2 Genetic Family History Two swiftly growing areas of medicine are the fields of genetics and genomics. Genetics is the biological study of all inheritance patterns and gene variation in living organisms, while genomics is more specifically focused on genes and the human genome (Rowe-Kaakinen, Padgett-Coehlo, Steele, Tabacco, & Harmon-Hanson, 2015). While the study of genetics is centuries old, genomics and the unraveling of deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) has only become possible in the last seventy years as technology has advanced (Donnely, Nersesian, Foronda, Jones, & Belcher, 2017). In the following paragraphs, I will examine the findings of both a genetic and genomic nursing assessment completed on a friend, S.D., going back three generations in her family. I will include findings such as her family’s ethnic identity, reproductive history, any growth or development variations, and also her family’s comprehension level regarding genetic pre-disposition and associated risks. Finally, nursing interventions appropriate for S.D.’s family will be discussed. Family Members and Health History S.D. is a 40 year old female. She is currently married to her second husband, having been widowed at the age of 28 when her first husband was killed in a motor vehicle collision. She has two children, both from her second marriage. Her son is six years old and her daughter is three years old. S.D. is the youngest of three children, with both an older brother and older sister. S.D.’s medical history includes treatment for depression, endometriosis, frequent migraines, a torn rotator cuff in her right shoulder, and cosmetic breast augmentation. S.D. does not smoke or use recreational drugs, but she does drink alcohol, reporting two to three glasses of wine per week. S.D. has a history of being obese, but recently lost significant weight through a GENETIC FAMILY HISTORY 3 medically supervised weight loss program focusing on nutrition and exercise. She currently is within normal range on the body mass index (BMI) scale. S.D.’s older brother is F.H. He is 44 years old and currently serving as an officer in the United States Navy. His past medical history includes a traumatic right femur fracture from a high school football injury, a torn anterior cruciate ligament (ACL) in his right knee, and a recent history of angina that is currently being investigated and followed in a cardiology clinic. He is divorced with two adult children. F.H. does not smoke cigarettes, but he does smoke a cigar on occasion. He also is a social drinker, consuming 4-5 drinks at a time. S.D.’s older sister is J.N. She is 42 years old, married, and has four children. Her past medical history includes frequent migraines, an ectopic pregnancy with subsequent removal of her right fallopian tube and ovary, depression, obesity, and polycystic ovarian syndrome (PCOS). J.N. does not smoke, drink, or use any recreational drugs. S.D.’s mother is A.H. She died in 2015 at the age of 68 as the result of a glioblastoma but was relatively healthy before her brain cancer was detected. A.H. had recently retired from her career as an elementary and middle school teacher. Her past medical history included “thyroid issues” for which she had her parathyroid glands removed and took an oral synthetic replacement. She had also had her left hip replaced after a golfing injury where an intoxicated player inadvertently ran her over with his golf cart. S.D.’s father is J.H. He is 72 years old and currently lives on his own in the home he shared with A.H. His past medical history includes treatment for high cholesterol, total knee replacement, prostate cancer, and a recent diagnosis of chronic obstructive pulmonary disease (COPD). He is a former pack-a-day smoker, but quit approximately ten years ago when he GENETIC FAMILY HISTORY 4 started having “breathing problems.” A career naval officer, J.H. is still very independent and able to perform all of his activities of daily living (ADL’s) without assistance. S.D.’s paternal grandparents are M.H. and E.H. M.H. was her grandfather, who died over twenty years ago “in his sixties” from suspected colon cancer. M.H. did not seek routine medical care, so there is not much information about his health history. Similarly, E.H. was S.D.’s paternal grandmother. She died in 2010 at the age of 84. She had been living in a nursing home with a diagnosis of dementia and suspected Alzheimer’s disease. Much like her husband, little is known about E.H. as she did not seek routine medical care unless absolutely necessary. Together, M.H. and E.H. had six children, one of whom died as an infant. S.D.’s father, J.H., was the third child, with two older brothers, two younger sisters, and one younger brother. S.D.’s maternal grandparents are M.E. and J.E. M.E. was her grandfather, who died in the “early eighties” from asbestos exposure. A career construction worker, he and many of his co-workers suffered from chronic lung problems related to prolonged and repeated inhalation of asbestos. Little else is known of M.E.’s health history. J.E. is S.D.’s maternal grandmother. She is 92 years old and lives in an assisted living facility in Texas where she is still active and primarily independent. Her past medical history involves bilateral hip replacements, a bowel resection for a bowel obstruction, an abdominal hysterectomy for uterine prolapse, and “cardiac issues” which result in infrequent heart palpitations and dizziness. Together, M.E. and J.E. had three children, the middle child being S.D.’s mother. Ethnic Background S.D. states that her family’s ethnic background history is primarily white or Caucasian, with a heavy French-Canadian influence. However, S.D.’s current husband is from Puerto Rico, GENETIC FAMILY HISTORY 5 and as such her two children have a mixed Hispanic/White ethnicity. Also, S.D.’s brother, F.H., was married to an African-American woman and his two adult children identify as bi-racial. Reproductive History As previously mentioned, S.D. and her husband have two children, ages six and three. In her previous marriage, S.D. notes that she and her husband had been trying to become pregnant for several years but had been unsuccessful. They did not attempt to seek any fertility assistance at the time as they felt they still had many years left to try to conceive. Both of S.D.’s pregnancies were uncomplicated and she delivered both children via spontaneous vaginal delivery at 39 and 38 week gestations. As the youngest of three children, S.D. does not recall any mention of her parents struggling with infertility or issues surrounding conception. Both she and her siblings were benign, healthy pregnancies with an isolated instance of bedrest during her older sister’s gestation. Likewise, little is known or mentioned about any issues in conception or miscarriage in her grandparent’s medical history. Her paternal grandparents had six children and her maternal grandparents had three children. Growth and Development Variations S.D. is not aware of any significant growth delays in her family history, but does express concern over two of her sister’s children. Both of her sister’s youngest children have been diagnosed as being somewhere on the autism spectrum, with one having speech and social interaction delays and the other suspected of having Asperger’s syndrome. Each child has been enrolled in vigorous speech and occupational speech therapy, but there are some significant developmental delays. GENETIC FAMILY HISTORY 6 Family Understanding of Genetic Health Risks S.D. and her two siblings have some concerns about their risks of developing cancer, specifically brain, colon, and prostate cancer since there is a demonstrated family history of each. S.D. also expresses fear that her two children could be genetically at-risk for additional problems with their mixed genepool of both Hispanic and white contributions. This is not an unwarranted fear, as research has indicated that Puerto-Ricans, particularly U.S. born Puerto-Ricans, have higher incidences of cardiovascular disease, hypertension, and obesity than those of nonHispanic ethnicity (Todorova, Tejada, & Castaneda-Sceppa, 2014). S.D. and her husband are vaguely aware of these genetic pre-dispositions and make a concentrated effort to encourage healthy eating and frequent movement in their household. Neither of their two children is currently overweight or obese. S.D. confides that she and her sister are particularly frightened that brain cancer could strike their family again. Although some specific neurological conditions have genetic components, research is still emerging on whether or not there are genomic indicators related to brain cancer. Current studies are underway to see if whole-genome sequencing in childhood brain cancers have a direct correlation to a diagnosis later in adulthood (National Cancer Institute [NCI], 2017). To her knowledge, S.D. does not believe that anyone in her family has ever had genetic testing performed for any condition. S.D. states that with the exception of her mother’s brain tumor, most of the health problems her family has encountered have largely been attributed to lifestyle choices, occupational exposure, and failure to seek routine medical care. Genetic Health Risk Problems and Nursing Intervention Strategies Aside from the fear of another sudden, devastating brain cancer diagnosis, S.D. explains that her family has no significant concerns about other illnesses or disease processes, either of a GENETIC FAMILY HISTORY 7 random or genetic risk. S.D. shares that she, her siblings, and her parents were all high school and college athletes, and a great emphasis has always been placed on staying active and practicing good nutrition habits. Their family believes that maintaining a healthy lifestyle is the best way to avoid succumbing to most common illnesses. S.D. confides that sometimes she questions whether she drinks too much wine, using the alcohol as a coping mechanism after a stressful day. She also worries that her brother drinks more than he admits. While there is not a known history of alcoholism in the family, S.D. states that she sometimes abstains from drinking for weeks at a time, just to make certain she does not “need” it as part of her daily routine. Family health nurses can take an active part in helping individuals and families navigate the complex world of genetically inherited disease processes. One nursing intervention directly related to this role would be to assist genetically susceptible populations in locating and obtaining genetic counseling, as well as organizing post-test counseling. Often, a positive confirmation of a genetically-acquired illness can cause profound psychological distress, and family health nurses have the opportunity to provide guidance and education during the initial test results phase (Blix, 2014). A second nursing intervention related to genetic counseling is to act as an education resource. Newly diagnosed families are likely to have many questions and concerns related to their genetic disorder. With the rapid advances in genetic counseling, it is difficult for any nurse to have all the answers to questions families may ask. However, having the ability to recommend websites, support groups, national organizations, books, brochures, and additional reading materials are methods that have been linked to satisfactory patient feedback (Rowe-Kaakinen et al., 2015). In conclusion, this exercise allowed me to complete a genetic health history on a friend, S.D. Reaching three generations into the past, I explored the health status of S.D., her siblings, GENETIC FAMILY HISTORY 8 her parents, and her grandparents. Consideration was given to her family’s ethnic and reproductive history, and any growth or developmental delays were assessed. S.D.’s knowledge of her family’s genetic susceptibility was questioned, revealing any fears or questions they have about the potential for future genetically-linked health issues. Finally, two nursing interventions were suggested that were compatible for the family health nurse acting as a genetic counselor. Though the field of genetic counseling is relatively new and constantly evolving, family health nurses who specialize in this area have the opportunity to help both individuals and families make important decisions regarding future health needs. GENETIC FAMILY HISTORY 9 References Blix, A. (2014). Personalized medicine, genomics, and pharmacogenomics: A primer for nurses. Clinical Journal of Oncology Nursing, 18(4), 437-441. https://doi.org/10.1188/14.CJON.437-441 Donnely, M., Nersesian, P., Foronda, C., Jones, E., & Belcher, A. (2017). Nursing faculty knowledge and confidence in teaching genetics/genomics: Implications for faculty development. Nurse Educator, 42(2), 100-104. https://doi.org/10.1097/NNE.0000000000000339 National Cancer Institute. (2017). General information about childhood cancer genomics. Retrieved from https://www.cancer.gov/types/childhood-cancers/pediatric-genomics-hppdq Rowe-Kaakinen, J., Padgett-Coehlo, D., Steele, R., Tabacco, A., & Harmon-Hanson, S. M. (2015). Family health care nursing: Theory, practice, and research (5th ed.). Philadelphia, PA: F. A. Davis Company. Todorova, I., Tejada, S., & Castaneda-Sceppa, C. (2014). Perspectives of Puero Rican adults about heart health and a potential community program. American Journal of Health Education, 45, 76-85. https://doi.org/10.1080/19325037.2013.875961 Family Health Care Nursing Title Family Health Care Nursing Author Joanna Rowe Kaakinen; Deborah Padgett Coehlo; Rose Steele; Melissa Robinson ISBN 978-0-8036-6166-0 Publisher F. A. Davis Company Publication Date January 30, 2018 Overview Discuss from your nursing experience an intervention you used with a family using each of the 4 types of approaches:
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Topic 5 DQ 2.2

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Topic 5 DQ 2.2

Please respond with a paragraph to the following post, add citations and references

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Continuous quality improvement (CQI) is a viewpoint or attitude for assessing processes and improving them in order to increase customer satisfaction (Huber, 2014). CQI focus in healthcare is usually related to improving patient outcomes (Connor, 2014).

At the hospital I work in they initiated hourly rounding on patients. Although I did agree that the evidenced-based practice and research studies have proven that hourly rounding was beneficial, and had improved areas such as, decrease fall rate, and increased patient satisfaction. It was not something that was beneficial in the postpartum care unit. We actually found that customer satisfaction had decreased. We still wanted to do frequent rounding on patients but not every hour. We heard from patients they felt that too many people and too many times they were disturbed when not necessary. As part of a small committee we surveyed patients and came up with the idea to place magnetic time sheets on the door frame outside the room to initial when someone had been in the room last and we increased rounding to every two hours. It was helpful to staff to know when the last person was in the room, decreased the number of interruptions and it helped nurses to cluster their care which increased our satisfaction scores. The managers were impressed that we had come prepared with survey results, suggestions from patients and an idea to implement. They agreed that we should trial to increase rounding to every two hours and using the time sheets for a few months to see how it went. Patient satisfaction was up because they felt like the staff was available for them but not interrupting them continuously which interfered with getting rest and bonding with their new baby. Management was extremely happy with the results and initiated a committee that focused on researching improvements tailored for our special unit.

References

Connor, B. T. (2014, June). Differentiating research, evidence-based practice, and quality improvement. American Nurse Today, 9(6), p 26-31. Retrieved from https://www.americannursetoday.com/differentiating…

Huber, D. L. (2014). Leadership and nursing care management (5th ed.). Maryland Heights, MO: Saunders Elsevie

The Application Of Data To Healthcare Organisation Problem-solving

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The Application Of Data To Healthcare Organisation Problem-solving

Discussion: The Application of Data to Problem-Solving

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In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.
Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

 

MUST HAVE AT LEAST TWO RESOURCES

Assignment: The Nurse Leader as Knowledge Worker

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Assignment: The Nurse Leader as Knowledge Worker

Assignment: The Nurse Leader as Knowledge Worker

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The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an infographic to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

Review the concepts of informatics as presented in the Resources.
Reflect on the role of a nurse leader as a knowledge worker.
Consider how knowledge may be informed by data that is collected/accessed.
The Assignment:

Explain the concept of a knowledge worker.
Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
Develop a simple infographic to help explain these concepts. (BE SURE TO MAKE POWERPOINT)

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.(https://24slides.com/presentbetter/how-make-infographic-powerpoint/.)
Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies.
Tags: health nursing leader medical worker

Interaction Between Nurse Informaticists and Other Specialists

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Interaction Between Nurse Informaticists and Other Specialists

Discussion: Interaction Between Nurse Informaticists and Other Specialists

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Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare:

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

AT LEAST TWO REFERENCES

Impact of Nursing Informatics on Patient Outcomes

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Impact of Nursing Informatics on Patient Outcomes

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies

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In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

Review the concepts of technology application as presented in the Resources.
Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.
The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

Describe the project you propose.
Identify the stakeholders impacted by this project.
Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.
Identify the technologies required to implement this project and explain why.
Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.
Tags: health nursing medical medicine Nursing Informatics Patient outcomes The Impact of Nursing Miritho health clinic

NSG416 Phoenix Autism Theoretical Foundations & Development

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NSG416 Phoenix Autism Theoretical Foundations & Development

Theories are made up of ideas attempting to structure thinking around a specific happening. Your readings for this

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week introduce the ideas of phenomena, concepts, propositions, and assumptions. This assignment is designed to help you think about those four aspects and explain the connections between each to help strengthen your understanding of the foundations and working parts of theory.

Define the following four terms in your own words, citing at least one source: phenomena, concept, preposition, and assumptions.

Review your definitions and think of an example from your day-to-day life or your practice experience that includes each of the four ideas.

For example, falls in clinical practice is a phenomenon you encounter. The idea that dementia patients are at greater risk for falls is a related concept. The related proposition is that dementia is related to falling in some way. An underlying assumption is that patients with dementia don’t intend to fall.

Explain how all four aspects of your example work together to form the basis for a testable theory.

Cite a minimum of two sources in-text and in an APA-formatted reference page or slide.

Format your assignment as one of the following:

15- to 20-slide presentation with detailed speaker notes
1,050- to 1,225-word paper
**(please note: I used to work as a private duty nurse at a pediatric home health, an adult rehabilitation hospital, as a case manager at a home health agency and a pediatric care manager at an MCO

Tags: university of phoenix nursing theoretical foundations nsg416 APA Formatting Style

Response to Anna Valdez DQ1

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Response to Anna Valdez DQ1

Description

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There are a lot of risk factors that contribute to adolescent pregnancy. These factor can be classified as individual, social and family risk factors. Individual risk factors include drug and alcohol use, poor school performance, being the victim of sexual abuse, lack of knowledge about sex or contraception, negative attitude towards using contraception, lack of goals for the future and having sex at a young age. Social risk factors include pressure from peers to have sex, poor peer relationships, dating at an early age and dating older people. Family risk factors include limited communication between parents and teen, single-parent families, poor parental supervision, negative family interactions and family history of teenage pregnancies. Even though the exact cause is unknown the teen pregnancy rate in my state has decreased. The teen birth rate in Florida declined 73% between 1991 and 2017 and the teen pregnancy rate, which includes all pregnancies rather than just those that resulted in a birth, has also fallen steeply, by 66 % between 1988 and 2013. Some resources available at my state and community include the Teen Age Parenting Program (TAPP), Women, Infant and Children Program (WIC), and community pregnancy clinics .TAPP is a step-by-step educational and hands on program providing prenatal well-care education for expecting mothers, parenting techniques for future parents and for parents with children 0 -5 years old. WIC is a supplemental food and nutrition education program funded by federal and state governments to make nutritious foods available to women, infants and children. Community Pregnancy Clinics includes services such as: pregnancy testing, ultrasound exams, pre-natal education classes, material assistance, and STI screening.

Resources:

Martin, J.A., Hamilton, B.E., Michelle, J.K., Driscoll, A.K., & Drake, P. (2018). Births: Final Data for 2017. National Vital Statistics Reports, 67(8), 1-50. Retrieved from https://www.cdc.gov/nchs/data/nvsr/nvsr67/nvsr67_08-508.pdf.

Centers for Disease Control and Prevention (CDC). (2016). Natality Public-Use Data on CDC WONDER Online Database, for years 2007-2014 [Interactive Data Tables]. Available Februray 2016 from https://wonder.cdc.gov/natality.html.

Kost, K., Maddow-Zimet, I., & Arpaio, A. (2017). Pregnancies, Births and Abortions Among Adolescents and Young Women in the United States, 2013: National and State Trends by Age, Race and Ethnicity . New York: Guttmacher Institute. Retrieved from: https://www.guttmacher.org/report/us-adolescent-pregnancy-trends-2013.

Morin, A. (2018). Risk Factors for Teen Pregnancy. VeryWellFamily . Retrieved from https://www.verywellfamily.com/teen-pregnancy-risk-factors-2611269

****** please response to discussion above, add citation and references 🙂 *******

Healthcare Nursing Discusion Building A Health History

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Healthcare Nursing Discusion Building A Health History

Discussion: Building a Health History

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Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for one of the following new patients:

76-year-old Black/African-American male with disabilities living in an urban setting
Adolescent Hispanic/Latino boy living in a middle-class suburb
55-year-old Asian female living in a high-density poverty housing complex
Pre-school aged white female living in a rural community
16-year-old white pregnant teenager living in an inner-city neighborhood
To prepare:

With the information presented in Chapter 1 in mind, consider the following:

How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?
What risk assessment instruments would be appropriate to use with each patient?
What questions would you ask each patient to assess his or her health risks?
Select one patient from the list above on which to focus for this Discussion.
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 26 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

Post a description of the interview and communication techniques you would use with your selected patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

 

I do not have access to Chapter 1 or 26 at this time. May be able to find some information by searching online for Chapter 1 or Chapter 26 of the Seidel’s Guide to Physical Examination text, or use another tool like it states.