SUNY Upstate Weeks 3 & 4 Legal and Ethical Issues Case Studies Questions

/in /by

SUNY Upstate Weeks 3 & 4 Legal and Ethical Issues Case Studies Questions

Weeks 3 & 4 Content Online Assignment

ORDER A PLAGIARISM FREE PAPER NOW

Summer 2019

The learning objectives for this assignment are stated in the beginning of each chapter assigned (Textbook-Yoder-Wise, 6th edition)

Instructions:

Read the following case studies. Answer all the questions below related to each chapter assigned.

Chapter 4: Legal and Ethical Issues

 

Ethical and Critical Decision Making – Ethical and critical decision making requires the

ability to make distinctions between competing choices. The thinking process involved in

making such decisions can follow many formats, but in all cases, it is a deep-thinking process– sometimes called critical thinking. In complicated cases the use of ethical decision-making models can help clarify what the competing ethical principles are, and what information should be thinking about.

What goes into ethical decision making? Consider these five steps:

1. Is It an Ethical Issue? Being ethical does not always mean following the law. And just because something is possible doesn’t mean it is ethical, hence the global debates about biotechnology advances such as cloning. And ethics and religion do not always concur. This is perhaps the trickiest stage in ethical decision making, as sometimes the subtleties of the issue are above and beyond our knowledge and experience. Listen to your instincts – if it feels uncomfortable making the decision on your own, get others involved and use their collective knowledge and experience to make a more considered decision.

2. Get the Facts. What do you know, and just as importantly, what don’t you know? Who are the people affected by your decision? Have they been consulted? What are your options? Have you reviewed your options with someone you respect?

3. Evaluate Alternative Actions. There are different ethical approaches which may help you make the most ethical decision.

a. Utilitarian Approach – which action results in the most good and least harm?

b. Rights Based Approach – which action respects the rights of everyone involved?

c. Fairness or Justice Approach- which action treats people fairly?

d. Common Good Approach – which action contributes most to the quality of life of the people affected?

e. Virtue Approach – which action embodies the character strengths you value?

4. Test Your Decision. Could you comfortably explain your decision to your mother? To man in the street? On television? If not, you may have to re-think your decision before you take action.

5. Just Do It – Make a Decision and Go. Once you’ve made the decision, then don’t waste time in implementing it. Set a date to review your decision and make adjustments if necessary. Often decisions are made with the best information to hand at the time, but things change, and your decision making needs to be flexible enough to change too. Even a complete about face may be the most appropriate action further down the track.

Case Study 1

Nurse Smith has been working in the Critical Care Unit for 18 months. One evening John, a 40-year-old male patient, was admitted with a serious head injury. He has a history of mental illness and has been living with his 80-year-old parents for the last 15 years. After being on life support for 3 days his parents came to the Unit and stated they wanted everything stopped and to have him removed from life support. After taking the appropriate measures, the team began to remove the life supporting equipment. After removing his breathing tube, John opened his eyes and looked at his family. He said to them “Why are you trying to kill me?” As the nurse assigned to John, what would you do?T

DECISIONETHICAL DECISION MAKING WORKSHEET

Answer these questions:

Using the Ethical Decision-Making Framework as a guide above, think through the ethical issues in the scenario identified and determine what decision you would make.

Is It an Ethical Issue?

2. Get the Facts.

3. Evaluate Alternative Actions.

4. Test Your Decision.

5. Just Do It – Make a Decision. What did you decide and what did you learn?

Case Study 2

Mrs. M is a 75-year-old widow who lives alone in a small house that she and her husband built during the first few years of their marriage. Before his death 2 years earlier, Mrs. M had cared for him at home with the assistance of a home health aide. The community health nurse who visited her husband also taught Mrs. M how to be more independent in the management of her own chronic illnesses. Since her husband’ s death, the community health nurse and Mrs. M have remained friends, and they see each other once or twice a month.

Mrs. M was doing well until 4 months ago, when she experienced an episode of dizziness and fell. She was examined by her physician, who could find no physical injury but hospitalized her for further evaluation of the dizziness and a possible altered mental state. In the hospital, Mrs. M fell while being ambulated with the assistance of two certified nursing assistants. The fall caused both her left hip and left arm to be broken, and Mrs. M underwent surgery for a left hip replacement. Her left arm was set. She also underwent a full rehabilitation program after the hip replacement surgery and was admitted to a skilled nursing home for a short time. When Mrs. M was discharged, a referral was made to the community health nursing agency to provide services so that Mrs. M could safely remain at home.

Mrs. M has been capable and independent all her life, so she has found it difficult to acknowledge the changes that have come with aging and the increasing limitations imposed by her chronic illnesses. Since her return home, she has responded positively to nursing counseling about her functional health status and has participated actively in a plan to meet her changing daily living needs. She has developed a stronger and more therapeutic nurse-client relationship with the community health nurse, as the same nurse who had cared for Mr. M was assigned to Mrs. M’s care.

Mrs. M has also responded well to the services of a home health aide who visits weekly to provide personal care and light housekeeping. The community health nurse visits once a month. Neighbors help with shopping, occasional meal preparation, and general monitoring. Mrs. M’s sole family member is a married daughter who lives with her family in a distant state. Although they talk frequently by phone, the daughter has not visited since her father’s funeral 2 years earlier.

Recently, Mrs. M’s long-time physician retired, and she is now seeing a different physician. After Mrs. M’s second office visit with this new physician, the community health nurse received a call from the physician. The physician said he had told Mrs. M that she must sell her house and move into a nursing home permanently. He gave this advice because, “She is an old woman. Her health will not improve, and she is at risk for falling or having an acute exacerbation of her primary illnesses that will probably lead to disability or death. She should not live alone.” The physician then added, “Mrs. M became confused and emotional. She refused to listen to me. We must do what is best for her, as she is incapable of a rational decision. You need to tell her that she must go to a nursing home, as she said she would talk with you.” The primary community health nurse acknowledged that Mrs. M does have known health risks, but when she tried to describe Mrs. M’s safe-care abilities, the safe home environment, and the community services, the physician replied, “Just follow orders,” and abruptly ended the phone conversation.

Questions:

What legal and ethical issues are presented?

As a nurse manager, what advice would you give the staff nurse regarding this client?

Chapter 9: Cultural Diversity in Health Care (Please select 2 out of 3 Case Studies below)

 

Case Study 1

Mr. A is a 70-year-old Egyptian male who speaks only Arabic. He was diagnosed with a meningioma by means of magnetic resonance imaging (MRI) in Egypt. Mr. A and his family came to the United States for better treatment of his meningioma. A craniotomy was performed for the removal of the tumor. The surgery produced no complications, and Mr. A was moved to the surgical intensive care unit (SICU) for observation. The SICU does not have open hours for visiting. The RN assigned to Mr. A does not speak Arabic, nor does the patient’s wife speak or understand English. Mr. A’s son speaks some English and was able to translate some words. It was reported to the oncoming day shift that Mr. A had had a very restless first postoperative night. When the assigned male RN came on at 7 am, Mr. A was trying to tell him something that seemed urgent. Mr. A’s family was unable to be located in the SICU waiting room, and an Arabic translator was not available at the time.

Mr. A appeared agitated as he repeatedly pointed to his head, making a circle with his fingers. The male RN had difficulty with verbal and nonverbal communication with Mr. A. The RN did a neurological assessment and took his vital signs, which were within normal limits. The RN expressed his need to the nurse manager to have the patient’s son available to translate for Mr. A so as to determine his level of pain. However, the RN did not want to give Mr. A pain medication because of a scheduled MRI.

Questions:

What might be some nonverbal cues for assessing Mr. A’s pain?

What could Mr. A’s son and the RN staff have done to prevent communication barriers from occurring?

If the SICU does not have a policy for open visiting or a specific hospital translator, is it fair to let a family member remain at the patient’s bedside for the purpose of communication? Provide pros and cons for your answer.

What ethical values and legal principles should be considered in this situation?

Case Study 2

Mrs. C, an 87-year-old, frail, widowed, African-American female is a patient in a skilled nursing unit in a healthcare center that has a culturally diverse staff. Mrs. C has moderate multi-infarct dementia and a history of bronchiectasis. Following her breakfast and while morning care is being given, Mrs. C suddenly starts coughing and producing a moderate amount of bright red blood. The patient does not have a signed advance directive in her chart; however, there is a written do not resuscitate (DNR) order on the physician order form. Mrs. C’s only living child, a daughter, resides in another city about 1000 miles away.

Questions:

What immediate nursing action should be taken by the licensed or unlicensed nursing staff on duty?

What nursing action should be taken by the nurse manager or the licensed nurse designate?

What are your state’s laws concerning advance directives (living wills)? What are its laws concerning directions to physicians, family, and surrogates? What is to be done if none of these are in effect for a patient?

Consider this situation: What if AND (allow natural death) had been written on the patient’s chart by the physician? Does AND have the same meaning as DNR to you and other unit staff members? Discuss why or why not. Are there any cultural implications or values to be considered in caring for this patient?

Case Study 3

A neurological intensive care nurse is assigned to care for a 16-year-old married Hispanic male patient who the physician has determined is brain-dead as the result of a severe head trauma. His mother’s and stepfather’s requests are that his organs not be donated for transplantation.

Questions:

What actions should the nurse consider while taking care of this patient?

What knowledge does the licensed nurse need to have about advance directives in this situation?

What rights does the patient’s wife have in this situation?

What ethical values and legal principles should be considered in this patient’s situation?

History and Theories of Psychopathology Assignment

/in /by

History and Theories of Psychopathology Assignment

Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.
3PAGES

USE APA FORMAT CITING 3 SOURCES

Learning Resources

Required Readings (click to expand/reduce) 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.
Chapter 1, Neural Sciences

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Chapter 2, Contributions of the Psychosocial Sciences
Chapter 3, Contributions of the Sociocultural Sciences
Chapter 4, Theories of Personality and Psychopathology
Chapter 31.17c, Child Psychiatry: Other Conditions: Identity Problem

Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 3–14). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000065-001

Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000064-006

Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 65–90). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000064-004

Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 15–36). American Psychological Association. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1037/0000065-002History and Theories of Psychopathology Assignment

Week 1: History and Theories of Psychopathology
The history of the diagnosis of mental disorders is fraught with examples of how cultural norms and prejudices interfere with and warp a diagnosis. The result is that normal behavior and orientations have been pathologized as an illness or disease. An example of this would be the story of Alan Turing, the famous British computer scientist of the 20th century, who was instrumental in inventing modern computers and deciphering German code in World War II. He was convicted in 1952 in England of gross indecency for being gay. Turing was forced by the courts to undergo 12 months of hormone therapy and could no longer work for the British government. At the time, homosexuality was pathologized as a mental disorder in the Diagnostic and Statistical Manual of Mental Disorders and was criminalized in most Western countries. It was not until 1973 that the American Psychiatric Association (APA) finally removed homosexuality from the DSM. History and Theories of Psychopathology Assignment
Historically, the process of rendering a diagnosis has been used to pathologize those who fell outside what was considered the cultural norm of human behavior. This process often marginalized diagnosed populations and prevented individuals from receiving appropriate care. It is of utmost importance to consider cultural issues that influence how you as a clinician interpret a client’s behavior and how cultural issues influence how a client may express behavior. This week, you explore the history of psychopathology and the evolution of theoretical perspectives in the field. History and Theories of Psychopathology Assignment
Learning Objective
Students will:
Analyze historical and currently recognized biological, psychological, and sociocultural factors that inform the expression, course, and prevalence of psychopathology
Learning Resources
Required Readings (click to expand/reduce)
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.History and Theories of Psychopathology Assignment
Chapter 1, Neural Sciences
Chapter 2, Contributions of the Psychosocial Sciences
Chapter 3, Contributions of the Sociocultural Sciences
Chapter 4, Theories of Personality and Psychopathology
Chapter 31.17c, Child Psychiatry: Other Conditions: Identity Problem
xxxxxxThe Discussionxxxxxxxx
Discussion: Factors That Influence the Development of Psychopathology
Photo Credit: Getty Images/Blend Images
In many realms of medicine, objective diagnoses can be made: A clavicula is broken. An infection is present. TSH levels meet the diagnostic criteria for hypothyroidism. Psychiatry, on the other hand, deals with psychological phenomena and behaviors. Can these, too, be “defined objectively and by scientific criteria (Gergen, 1985), or are they social constructions?” (Sadock et al., 2015).
Thanks to myriad advances during recent decades, we know that psychopathology is caused by many interacting factors. Theoretical and clinical contributions to the field have come from the neural sciences, genetics, psychology, and social-cultural sciences. How do these factors impact the expression, classification, diagnosis, and prevalence of psychopathology, and why might it be important for a nurse practitioner to take a multidimensional, integrative approach?
To Prepare:
Review this week’s Learning Resources, considering the many interacting factors that contribute to the development of psychopathology.
Consider how theoretical perspective on psychopathology impacts the work of the PMHNP.
By Day 3 of Week 1
Explain the biological (genetic and neuroscientific); psychological (behavioral and cognitive processes, emotional, developmental); and social, cultural, and interpersonal factors that influence the development of psychopathology.
XXXRUBRICXXX
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NRNP_6635_Week1_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting:History and Theories of Psychopathology Assignment
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
40 (40%) – 44 (44%)
Thoroughly responds to the discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least 3 current credible sources. History and Theories of Psychopathology Assignment
35 (35%) – 39 (39%)
Responds to most of the discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least 3 credible references.
31 (31%) – 34 (34%)
Responds to some of the discussion question(s).
One to two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with fewer than 2 credible references.
0 (0%) – 30 (30%)
Does not respond to the discussion question(s).
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only 1 or no credible references.
Main Posting:
Writing
6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Further adheres to current APA manual writing rules and style.
5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.History and Theories of Psychopathology Assignment
0 (0%) – 3 (3%)
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Posting:
Timely and full participation
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main discussion by due date.
8 (8%) – 8 (8%)
Posts main discussion by due date.
Meets requirements for full participation.
7 (7%) – 7 (7%)
Posts main discussion by due date.
0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
First Response:History and Theories of Psychopathology Assignment
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in Standard, Edited English.
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in Standard, Edited English.
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.History and Theories of Psychopathology Assignment
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
Second Response:
Writing
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in Standard, Edited English. History and Theories of Psychopathology Assignment
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in Standard, Edited English.
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
4 (4%) – 4 (4%)
Meets requirements for full participation.History and Theories of Psychopathology Assignment
Posts by due date.
3 (3%) – 3 (3%)
Posts by due date.
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100
Name: NRNP_6635_Week1_Discussion_Rubric
xxxLearning Resourcesxxx
Required Readings (click to expand/reduce)
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.
Chapter 1, Neural Sciences
Chapter 2, Contributions of the Psychosocial Sciences
Chapter 3, Contributions of the Sociocultural Sciences
Chapter 4, Theories of Personality and Psychopathology
Chapter 31.17c, Child Psychiatry: Other Conditions: Identity Problem
Butcher, J. N., & Kendall, P. C. (2018). Introduction to childhood and adolescent psychopathology. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 3–14). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-001History and Theories of Psychopathology Assignment
Cheung, F. M., & Mak, W. W. S. (2018). Sociocultural factors in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 127–147). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-006
Jackson, C. E., & Milberg, W. P. (2018). Examination of neurological and neuropsychological features in psychopathology. In J. N. Butcher & J. M. Hooley (Eds.), APA handbook of psychopathology: Psychopathology: Understanding, assessing, and treating adult mental disorders., Vol. 1. (pp. 65–90). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000064-004
Masten, A. S., & Kalstabakken, A. W. (2018). Developmental perspectives on psychopathology in children and adolescents. In J. N. Butcher & P. C. Kendall (Eds.), APA handbook of psychopathology: Child and adolescent psychopathology., Vol. 2. (pp. 15–36). American Psychological Association. https://doi-org.ezp.waldenulibrary.org/10.1037/0000065-002

History and Theories of Psychopathology Assignment

Practice Immersion Clinical Evaluation Tool Assignment

/in /by

Practice Immersion Clinical Evaluation Tool Assignment

Practice Immersion Clinical Evaluation Tool – Agency/Site

Agency/Site Criteria

StudentEvaluation

   Faculty Evaluation Comments
Does Not Meet Meets Excels* Does Not Meet Meets Excels*
1.       Agency/site was able to provide the opportunities for the student to meet practice immersion clinical objectives. ☐ ☐ ☐ ☐ ☐ ☐
2.       Agency/site was able to establish a comfortable, yet stimulating, practice environment. ☐ ☐ ☐ ☐ ☐ ☐

 

Criteria:

Does Not Meet:  Elements are missing.

Meets:  Agency/site meets this criterion.

Excels:  Agency/site meets this criterion and further a teaching point opportunity or expanded information, guidance, or other element to further enhance student learning. Practice Immersion Clinical Evaluation Tool Assignment

Agency/site – strengths:

Student Evaluation Faculty Evaluation

Agency/site – areas of improvement needed:

Student Evaluation Faculty Evaluation

 

Agency/site – Suggestions to incorporate more responsiveness to student learning needs:

Student Evaluation Faculty Evaluation

Practice Immersion Clinical Evaluation Tool Assignment

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

 

 

Practice Immersion Clinical Evaluation Tool – Mentor

Clinical Criteria

Student Feedback of Mentor Experience

 Comments
Does Not Meet Meets Excels*
3.       Exemplify professionalism in diverse health care settings. ☐ ☐ ☐
4.       Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. ☐ ☐ ☐
5.       Implement patient care decisions based on evidence-based practice. ☐ ☐ ☐
6.       Utilize patient care technology and information management systems. ☐ ☐ ☐ Practice Immersion Clinical Evaluation Tool Assignment
7.       Communicate therapeutically with patients. ☐ ☐ ☐
8.       Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care. ☐ ☐ ☐
9.       Understand the human experience across the health-illness continuum. ☐ ☐ ☐
10.    Provide culturally sensitive care. ☐ ☐ ☐
11.    Preserve the integrity and human dignity in the care of all patients. Practice Immersion Clinical Evaluation Tool Assignment ☐ ☐ ☐

Criteria:

Does Not Meet:  Elements are missing; mentor did not achieve.

Meets:  Mentor meets this criterion.Practice Immersion Clinical Evaluation Tool Assignment

Excels:  Mentor meets this criterion and further incorporates a teaching point scenario or expanded information, guidance, or other element to further enhance student learning.

 

Practice Immersion Clinical Evaluation Tool – Student

Clinical Criteria Mentor 

Sign Off

Faculty Sign Off

 Comments
Does Not Meet Meets Excels*
12.    Exemplify professionalism in diverse health care settings. ☐ ☐ ☐ ☐
13.    Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. ☐ ☐ ☐ ☐
14.    Implement patient care decisions based on evidence-based practice. ☐ ☐ ☐ ☐ Practice Immersion Clinical Evaluation Tool Assignment
15.    Utilize patient care technology and information management systems. ☐ ☐ ☐ ☐
16.    Communicate therapeutically with patients. ☐ ☐ ☐ ☐
17.    Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care. ☐ ☐ ☐ ☐
18.    Understand the human experience across the health-illness continuum. ☐ ☐ ☐ ☐
19.    Provide culturally sensitive care. ☐ ☐ ☐ ☐
20.    Preserve the integrity and human dignity in the care of all patients. Practice Immersion Clinical Evaluation Tool Assignment ☐ ☒ ☐ ☐

Criteria:

Does Not Meet:  Elements are missing; student is required to remediate this element to pass the course

Meets:  Student meets this criterion.

Excels:  Student meets this criterion and further incorporates a teaching point scenario.

Practice Immersion Clinical Evaluation Tool – Agency/Site

Agency/Site Criteria

Student Evaluation

   Faculty Evaluation Comments
Does Not Meet Meets Excels* Does Not Meet Meets Excels*
1.      Agency/site was able to provide the opportunities for the student to meet practice immersion clinical objectives. ☐ ☐ ☒ ☐ ☒ ☒ The agency, through its various activities and engagement, offered the student a chance to achieve most of the practice immersion objectives
2.      Agency/site was able to establish a comfortable, yet stimulating, practice environment. ☐ ☐Practice Immersion Clinical Evaluation Tool Assignment ☒ ☐ ☐ ☒ The practice environment was comfortable for the student. However, it was riveting and thorough enough to stimulate the exercise

Criteria:

Does Not Meet:  Elements are missing.

Meets:  Agency/site meets this criterion.

Excels:  Agency/site meets this criterion and further a teaching point opportunity or expanded information, guidance, or other element to further enhance student learning. Practice Immersion Clinical Evaluation Tool Assignment

Agency/site – strengths:

Student Evaluation Faculty Evaluation
·         The hospitals exemplifies professionalism in all  healthcare setting as I did not find them lacking in this aspect 

 

·         Demonstrates sensitivity to the safety and comfort of clients suffering from nosocomial infections by promoting, maintaining and restoring safe practices

Practice Immersion Clinical Evaluation Tool Assignment

 ·         The site uses evidence-based approach o treating nosocomial infections acquired by its clients 

 

·         The hospital utilizes patient care technology and information management systems as required by the Affordable Care Act, which is beneficial to the student.

Agency/site – areas of improvement needed:

Student Evaluation Faculty Evaluation
·         The agency encouraged students to demonstrate professional ethics, integrity and honesty by making them follow the ANA code of ethics religiously. 

 

·         The agency also supports students when it comes to making decision by giving the students materials on the same

 

 

Agency/site – Suggestions to incorporate more responsiveness to student learning needs:

Student Evaluation Faculty Evaluation
·         The professional conduct in terms of communicating and collaborating with interdisciplinary team was lacking, which slightly hampered the hospital effort to offer effective and safe care 

Practice Immersion Clinical Evaluation Tool Assignment

·         There is little encouragement for therapeutic communication with patients.

 ·         The agency’s does not have a clear guideline to culturally-sensitive matters regarding nosocomial patients. They could improve on this aspect 

 

·         There are no strict policies regarding participation in clinical activities by interns, which may not successfully enable the students to augment their theoretical underpinnings with pratical experience. Practice Immersion Clinical Evaluation Tool Assignment

 

 

Practice Immersion Clinical Evaluation Tool – Mentor

Clinical Criteria

Student Feedback of Mentor Experience

 Comments
Does Not Meet Meets Excels*
3.      Exemplify professionalism in diverse health care settings. ☐ ☐ ☒ The mentor was very professional as he covered all the elements
4.      Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. ☐ ☐Practice Immersion Clinical Evaluation Tool Assignment ☒ The mentor ticked all the boxes in all the elements of this criterion. He was displayed commitment to the nursing process so as to ensure that patients across the entire health-illness continuum enjoyed safe and effective services.
5.      Implement patient care decisions based on evidence-based practice. ☐ ☐ ☒ Also, he demonstrated and stressed on the significance of using evidence-based practice
6.      Utilize patient care technology and information management systems. ☐ ☐ ☒ Adopts the requires steps to enhance his nursing skills and utilization of technology
7.      Communicate therapeutically with patients. ☐ ☐ ☒ Assesses patient conditions and therapeutically relays information to them using nonverbal and verbal skills
8.      Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care. ☐ ☒ ☐ Whereas he makes efforts to communicate and collaborate with his colleagues from different teams, sometimes he considers it a waste of valuable time, which may impact his caregiving endeavors
9.      Understand the human experience across the health-illness continuum. ☐ ☐ ☒ Encourages family/ better halves to participate in the intervention
10.  Provide culturally sensitive care.Practice Immersion Clinical Evaluation Tool Assignment ☐ ☒ ☐ He show compassion and cultural sensitivity to one’s moral, spiritual, and ethical beliefs of the patents, the families and friends. However, he does not show it beyond a certain level
11.  Preserve the integrity and human dignity in the care of all patients. ☐ ☐ ☒ Cushion’s the client’s privacy and  safety, and preserves human dignity during the provision of care 

 

Criteria:

Does Not Meet:  Elements are missing; mentor did not achieve.

Meets:  Mentor meets this criterion.

Excels:  Mentor meets this criterion and further incorporates a teaching point scenario or expanded information, guidance, or other element to further enhance student learning.

 

Practice Immersion Clinical Evaluation Tool – Student

Clinical Criteria Mentor 

Sign Off

Faculty Sign Off

 Comments
Does Not Meet Meets Excels*
12.  Exemplify professionalism in diverse health care settings.Practice Immersion Clinical Evaluation Tool Assignment ☐ ☒ ☐ ☒ ·         Demonstrates professional presentation and appearance within the clinical setting
13.  Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. ☐ ☐ ☐ ☒ ·         Displays knowledge and skills in the administration of medications 

·         Identifies and then executes stratagem necessary for reducing errors in the setting

·         Shows proficiency in undertaking comprehensive health assessment
14.  Implement patient care decisions based on evidence-based practice. ☐ ☐ ☐Practice Immersion Clinical Evaluation Tool Assignment ☒ ·         Integrates scientific principles, developmental and theoretical knowledge in the performance of effective and safe care
15.  Utilize patient care technology and information management systems. ☐ ☐ ☒ ☐ ·         Shows proficiency in using information management tools and technology to offer comprehensive patient care
16.  Communicate therapeutically with patients. ☐ ☐ ☐ ☒ ·         Uses verbal and non-verbal techniques to communicate information to the patient
17.  Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care.Practice Immersion Clinical Evaluation Tool Assignment ☐ ☐ ☒ ☐ ·         Finds it difficult to contribute to seminars and
18.  Understand the human experience across the health-illness continuum. ☐ ☐ ☐ ☒ ·         Actively acts as the advocate for patients
19.  Provide culturally sensitive care. ☐ ☐ ☒ ☐ ·         Shows respect and sensitivity for the preferences of the family and patient, their needs and values in holistic care
20.  Preserve the integrity and human dignity in the care of all patients. ☐ ☒ ☒ ☐ ·         Protects patient information during care

Criteria:

Does Not Meet:  Elements are missing; student is required to remediate this element to pass the course

Meets:  Student meets this criterion.

Excels:  Student meets this criterion and further incorporates a teaching point scenario. Practice Immersion Clinical Evaluation Tool Assignment

NURS6551 Walden Womens Health Prenatal Care Case Study Paper

/in /by

NURS6551 Walden Womens Health Prenatal Care Case Study Paper

3 references within 7 years, apa

After confirming and dating a pregnancy, you must collaborate with patients to develop a personalized care plan.

ORDER A PLAGIARISM FREE PAPER NOW

These pregnancy care plans are integral to prenatal care as they help to ensure the mother and child’s well-being throughout the entire pregnancy. Pregnancy can be a wonderful, yet difficult time for women as a woman’s body goes through many physical, mental, and emotional changes that might be challenging or even overwhelming for some. Whether or not these women share their concerns, as the advanced practice nurse, you must routinely watch for signs and symptoms of any developing physical or mental health issues. By collaborating with patients and discussing concerns, you can modify care plans and often address potential issues before they become a significant health problem. For this Discussion, consider pregnancy care plans for the women in the following case studies:

CASE STUDY 1:
On 1-15-13, you are seeing a 25-year-old Caucasian female in the clinic because she believes she’s pregnant. Her LMP was 12-1-12. Her home pregnancy test was positive, and she has been having nausea and breast tenderness.

Review and select one of the two provided case studies. Analyze the patient information.
Consider how to date the pregnancy and estimate the date of delivery for the patient in the case study you selected.
Based on the dating of the pregnancy, reflect on the appropriate clinical guidelines for procedures and screenings. Think about the implications of any missed procedures or screenings.
Determine a plan of care for the patient. Identify procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments (if appropriate), management strategies, and patient education.
BY DAY 3
Post the estimated date of delivery for the patient in the case study you selected. Include an explanation of how you dated a pregnancy and which of the patient’s factors led to your estimated date of delivery. Then, based on the dating of the patient’s pregnancy, explain the appropriate clinical guidelines for procedures and screenings. Explain implications of any missed procedures and/or screenings. Finally, explain a plan of care for the patient, including procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments, management strategies, and patient education.

Discussion Board

/in /by

Discussion Board

Chapter 12 Your Nursing Career Copyright © 2015. F.A. Davis Company SWOT Analysis • • • • Strengths Weaknesses

ORDER A PLAGIARISM FREE PAPER NOW

Opportunities Threats Copyright © 2015. F.A. Davis Company MBTI • • • • Extroversion (E) or Introversion (I) Sensing (S) or Intuition (N) Thinking (T) or Feeling (F) Judging (J) or Perceiving (P) Copyright © 2015. F.A. Davis Company Beginning the Job Search • • • • • Be psychologically self-employed. Learn for employability. Plan for your financial future. Develop multiple options. Build a safety net. Copyright © 2015. F.A. Davis Company Ask Yourself… • What oral and written communication skills do I have? • Where should I begin looking for a position? • What “pearls of wisdom” can I glean from other career nurses? Copyright © 2015. F.A. Davis Company The Potential Employer • • • • • Ownership Mission statement Core values WWW Current and past employees Copyright © 2015. F.A. Davis Company The Initial Interview • • • • • • Review SWOT analysis. Review requirements for position. Professional appearance Background questions Professional questions Personal questions Copyright © 2015. F.A. Davis Company Asking Questions • What other opportunities for professional growth are available? • How are promotion and advancement handled? Copyright © 2015. F.A. Davis Company Additional Question Tips • Do not begin with questions about vacation, benefits, or sick leave. • Begin with questions about the employer’s expectations of you. • Be sure you know enough about the position to make a reasonable decision. Copyright © 2015. F.A. Davis Company Additional Question Tips (cont’d) • Ask questions about the organization as a whole. • Bring a list of important points to discuss to help you if you are nervous. Copyright © 2015. F.A. Davis Company The Second Interview • Dress professionally. • Be professional and pleasant. • Do not smoke. Copyright © 2015. F.A. Davis Company The Second Interview (cont’d) • Remember “table manners.” • Avoid controversial topics for small talk. • Obtain answers to questions you might have developed since the last visit. Copyright © 2015. F.A. Davis Company Making the Right Choice • Job content • Development Copyright © 2015. F.A. Davis Company Making the Right Choice (cont’d) • Direction • Work climate • Compensation Copyright © 2015. F.A. Davis Company The Critical First Year • Adopt the right attitudes and adjust your expectations. • Manage a good impression and build effective relationships. Copyright © 2015. F.A. Davis Company The Critical First Year (cont’d) • Develop organizational savvy. • Master the skills and knowledge of the position. Copyright © 2015. F.A. Davis Company Conclusion • Finding your first position is – More than being in the right place at the right time – A complex combination of learning about yourself and the organizations in which you are interested – Presenting your strengths and weaknesses in the most positive manner possible Copyright © 2015. F.A. Davis Company Conclusion (cont’d) • Remember – Recognize that the independence and the ability to “do your own thing” may not be the skills you need to keep you in your first position. – Be a team player. – Learn about organizational politics. – Find a mentor. Copyright © 2015. F.A. Davis Company
Purchase answer to see full attachment

Evidence BAsed practice . Diabetes

/in /by

Evidence BAsed practice . Diabetes

Identify a research or evidence-based article that focuses comprehensively on a specific intervention or new

ORDER A PLAGIARISM FREE PAPER NOW

diagnostic tool for the treatment of diabetes in adults or children.

In a paper of 750-1,000 words, summarize the main idea of the research findings for a specific patient population. Research must include clinical findings that are current, thorough, and relevant to diabetes and the nursing practice.

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center. Only Word documents can be submitted to LopesWrite.

Tags: nursing Nursing pathophysiology grand canyon university

User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.
Explanation & Answer

COMPLETION STATUS:
100%

Grand Canyon University Diabetes Evidence Based Project Presentation

/in /by

Grand Canyon University Diabetes Evidence Based Project Presentation

Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that

ORDER A PLAGIARISM FREE PAPER NOW

describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment:

Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following:

A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes.
A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are not required to submit this assignment to LopesWrite, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to LopesWrite.

NUR3846 Concorde Career College Patient Concept Map Template

/in /by

NUR3846 Concorde Career College Patient Concept Map Template

I need the entire concept map filled out please besides the patient name box I will fill that one out. I will provide a picture of the patients diagnosis and you can fill out what you think for all the other boxes

ORDER A PLAGIARISM FREE PAPER NOW

Health in the Global Community

/in /by

Health in the Global Community

Chapter 15 Health in the Global Community Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint

ORDER A PLAGIARISM FREE PAPER NOW

of Elsevier Inc. Human health and its influence on every aspect of life are central to the global agenda. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Health in the Global Community        Population characteristics Environmental factors Patterns of health and disease International agencies and organizations International health care delivery systems The CHN’s role in the global community Research in international health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 International Community Assessment Model Courtesy J. C. Novak. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Population Characteristics   Large populations create pressures Goal is to improve quality of life (QOL) ➢ ➢ ➢  Health promotion Effective health care delivery systems Enhancement of the environmental infrastructure World population distribution is uneven ➢ More than 50% live in China, India, United States, and Indonesia; 30% are children; 8% are over 60 Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Population Characteristics (Cont.)  Life expectancy varies significantly in different countries. ➢  Japan 86 years, Zambia 43 years As the world population grows, a global trend toward urbanization occurs. ➢ ➢ Live closer together and migrate to urban areas for employment Increased living density and global travel threatens health of general population by environmental factors Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Environmental Factors  Environmental stressors ➢ Directly assault human health ➢ Damage society’s goods and services ➢ Affect quality of life (QOL) ➢ Interfere with the ecological balance ➢ Natural disasters, terrorism, and war affect all of the above  The field of environmental health and sustainable development has exploded since 1990. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Patterns of Health and Disease    Lifestyles, health and cultural beliefs, infrastructure, economics, and politics affect existing illnesses and society’s commitment to prevention. Disease patterns vary throughout the world. Racial, ethnic, and access disparities exist within and between countries. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 International Organizations       WHO (World Health Organization) PAHO (Pan American Health Organization) UN (United Nations) UNICEF (United Nations International Children’s Fund) World Bank CDC (Centers for Disease Control and Prevention) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 “Health for All by the Year 2000” (WHO Goal, 1978)   Goal framed at the Alma-Ata conference in the Soviet Union in 1978; now extended to 2010 again without attainment Concept of primary health care ➢ ➢ ➢ ➢ Health as a fundamental human right for individuals, families, and communities Unacceptability of the gross inequalities in health status Importance of community involvement Active role for all sectors Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Millennium Development Goals (United Nations, 2000, 2006)  Target date of 2015 1. 2. 3. 4. 5. 6. Eradicate extreme hunger and poverty Achieve universal primary education Promote gender equality, and empower women Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria, and other infectious diseases 7. Ensure environmental sustainability 8. Develop global partnerships Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 11 Other Organizations Impacting International Health  Nongovernmental organizations (NGOs) ➢ ➢   Carter Center Bill and Melinda Gates Foundation ICN (International Council of Nurses) HHS (U.S. Department of Health and Human Services) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 12 HHS and Healthy People  Serves as a foundation for efforts across the HHS to create a healthier nation ➢ ➢ ➢ ➢ ➢ 1979 Surgeon General’s Report, Healthy People: The Surgeon General’s Report on Health Promotion and Disease Prevention Healthy People 1990: Promoting Health/Preventing Disease: Objectives for the Nation Healthy People 2000: National Health Promotion and Disease Prevention Objectives Healthy People 2010: Objectives for Improving Health Healthy People 2020: Improving the Health of Americans Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 13 International Health Care Delivery Systems        Much to learn from one another. Research and development must be relevant to infectious diseases that affect the poor. Need to systematically generate an information base. Need to consider determinants of health. Use population-based approaches to address access, cost, efficiency, and effectiveness. Collaborate to solve the problems of health care delivery systems. Market- and population-based approaches need to learn from each other. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 14 International Health Care Delivery Systems (Cont.)  Effective health care delivery systems must: ➢ Increase access and efficiency. ➢ Improve health status through health promotion and disease prevention. ➢ Eliminate health disparities. ➢ Protect individuals, families, and communities from financial loss caused by catastrophic illness. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 15 Role of the CHN in International Health Care     Seek to ensure the attainment of health for all in a cost-effective, efficient, accessible health care system. Be involved in research, community assessment, planning, implementation, management, evaluation, health services delivery, emergency response, health policy, and legislation. Coordinate work with other health care personnel and community leaders as well as local and global community leaders. Utilize changes in the health environment to form the basis for the nursing role. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 16 Role of the CHN in International Health Care (Cont.)  Primary health care ➢ ➢ Essential services that support a healthy life. Involves access, availability, service delivery, community participation, and the citizen’s right to health care.  Primary care ➢ ➢ First line or point-ofaccess medical and nursing care controlled by providers and focused on the individual. May not be the norm as needs of the group outweigh the needs of the individual. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 17 Role of the CHN in International Health Care (Cont.)    All nurses in the world must understand and learn from one another. Nurses are health care’s most valuable assets. Community public health nurses can improve access to care for the most vulnerable and hard-to-reach groups in any country. The future demands evidence-based learning, engagement, service, and growth in information technology and local and global health policy. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 18 Figure 15-2 Distinction Among Service Programs. Furco, Andrew. “Service-Learning: A Balanced Approach to Experiential Education.” Expanding Boundaries: Service and Learning. Washington DC: Corporation for National Service, 1996. 2-6. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 19 Population-based nursing experts are critical to solving the challenges of the fragmented, mismanaged, expensive, ineffective, inefficient health care delivery system that exists in many parts of the global community. – Nies and McEwen (2015) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 20 Research in International Health  Since 1990, international nursing research has focused predominantly on: ➢ ➢ ➢  Student and faculty educational exchange programs Diverse clinical experiences The international development of home care or transition from hospital to home WHO Collaborating Centers contributed to a partnership for educational programming, clinical practice, and research for graduate students in primary health care nursing and community health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 21 Chapter 17 Women’s Health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. Women’s Health “… essential to the development of health care for women are the concepts of health promotion, disease and accident prevention, education for self-care and responsibility, health risk identification and coordination for illness care when needed.” – Preamble to a New Paradigm for Women’s Health, Choi (1985) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Major Indicators of Health Life expectancy for Americans is at an all-time high.  Mortality rates ➢ ➢ ➢ ➢ Cardiovascular disease (CVD) continues to be the number one overall killer of women. Cancer rates are increasing because of lifestyle choices, environmental carcinogens, and increase in life expectancy. Diabetes mellitus causes the premature death of many women and is a risk factor for CVD. Gaps exist in the availability and quality of reproductive health care services globally. From http://www.nhlbi.nih.gov/educat ional/hearttruth/ From http://ndep.nih.gov/partn ers-communityorganization/campaigns/ SmallStepsBigRewards. aspx Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Major Indicators of Health (Cont.)  Morbidity rates ➢ More women than men are hospitalized each year in the United States. ➢ Women are more likely than men to be disabled from chronic conditions. ➢ Women are more likely than men to have surgery; many surgeries relate to reproductive health. ➢ The most frequently occurring interruption in women’s mental health relates to depression. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Social Factors Affecting Women’s Health      Health care access Education and work Employment and wages Working women and home life Family configuration and marital status Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Health Promotion Strategies for Women       Collaboration and an interdisciplinary approach are necessary to meet the health care needs of women. Women should receive services that promote health and detect disease at an early stage. Many women seek information that will allow them to be in control of their own health. Women desire to become more knowledgeable about their own health. Health promotion for low-income, underserved women may differ from that for middle-class women. Knowledge deficits about one’s own health prevail among women regardless of socioeconomic or educational level. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Common Acute Illnesses in Women   Urinary tract infection and dysuria Diseases of the reproductive tract ➢  Chronic diseases ➢  Vaginitis, vulvovaginitis, pelvic inflammatory disease (PID), and toxic shock syndrome (TSS) Coronary vascular disease (CVD) and metabolic syndrome, hypertension, diabetes, arthritis, osteoporosis, and cancer (breast, lung, gynecological) Mental disorders and stress Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Reproductive Health Concerns  Nutrition ➢   Dysmenorrhea Family planning ➢ ➢  Includes total life nutritional experience Includes fertility control and infertility Need multiple safe options designed to meet the individual needs of all women STIs, HIV, and AIDS ➢ ➢ Women need age-appropriate STI prevention, education, and counseling. Worldwide, AIDS is a leading cause of death among young women. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 Other Issues in Women’s Health  Unintentional injury or accidents ➢  Domestic violence is the single largest cause of injury to women between the ages of 15 and 44 in the United States. Disabilities resulting from acute and chronic conditions ➢ Women have fewer disabilities than men because they tend to report their symptoms earlier and receive necessary treatment. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 Major Legislation Affecting Women’s Health Services  Public Health Service Act (1982) ➢ Provides biomedical and health services research, information dissemination, resource development, technical assistance, and service delivery. ➢ Includes the Family Planning Public Service Act  Title VII of the Civil Rights Act of 1964 ➢ ➢ ➢ Prevents discrimination based on sex, race, color, religion, or national origin Amended to also include pregnancy and childbirth Sexual harassment is violation of Civil Rights Act Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Major Legislation Affecting Women’s Health Services (Cont.)  Social Security Act ➢  Occupational Safety and Health Act (OSHA) ➢ ➢  Provides monthly retirement and disability benefits to workers and survivor benefits to families Enacted in 1970 Ensures safe and healthful working conditions Family and Medical Leave Act (FMLA) ➢ ➢ Enacted in 1993 Provides 12 weeks of unpaid leave each year for family and medical reasons Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 11 Health and Social Services to Promote the Health of Women  Affordable Care Act (ACA) of 2010 ➢ ➢ ➢ Protection from being denied coverage by insurance companies Protection from being charged more for health care services because of their gender Preventive care without copays including: • Well-women visits with screening and counseling for gestational diabetes, HPV, STIs, HIV, contraception, and domestic violence • Breastfeeding counseling support and supplies Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 12 Health and Social Services to Promote the Health of Women (Cont.)  Medicaid (1965) ➢ ➢ ➢ ➢ A federal- and state-funded health insurance program for the poor Expanded under ACA to persons under 65 with an income below 133% of poverty level Largest source of funding for people with limited income, regardless of age eligibility Five broad coverage groups: • Children, pregnant women, adults in families with dependent children, individuals with disabilities, individuals 65 years or older Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 13 Health and Social Services to Promote the Health of Women (Cont.)  Women’s health services ➢ Provide primary health care needs, as well as reproductive and maternity care services including: • Eating disorders • All forms of abuse • Disease prevention, including smoking cessation • Health promotion focusing on nutrition, exercise, and stress management ➢ The National Women’s Health Network is a strong advocate for women’s concerns. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 14 Other Community Voluntary Services  Women’s organizations ➢  Networking ➢  Promote voluntary involvement with community; many others have made women’s health a major item on their agenda. Help women advance careers, improve lifestyles, and increase income and success. Crisis hotline services ➢ Provide counseling to battered women, battering parents, rape victims, those considering suicide, and those with multiple needs. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 15 Levels of Prevention  Primary prevention ➢ ➢  Secondary prevention ➢  Recognize risk for disease and target health care behaviors to reduce risk Never smoking, following a nutritious diet, safe sex practice, avoiding drugs, limiting alcohol consumption, and staying physically active Routine screening for cervical cancer, STIs, breast self-exams, and mammograms Tertiary prevention ➢ Education and resource utilization Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 16 Roles of the Community Health Nurse     Direct care Educator Counselor Researcher Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 17 Research in Women’s Health     Research efforts to include women in studies have grown; not based only on male subjects NIH Office of Research on Women’s Health (ORWH) established in 1990 Many topics examined based on special task force recommendations Research on financing and delivery of health services for women Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 18 Office of Research on Women’s Health  Overarching themes for research: ➢ Developmental, psychological, spiritual, and physiological factors effect on lifespan ➢ Female determinants’ (such as genetics and gender expectations) effect on health ➢ Health disparities and diversity ➢ Diseases and conditions affecting women ➢ Career development and advancement of women in the sciences Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 19 “Women are at the center of the health of the United States; therefore, if better models are developed for improving the health of women, the health of the entire nation will benefit.” – Nies and McEwen (2015) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 20
Purchase answer to see full attachment

nursing role and scope

/in /by

nursing role and scope

please answer the following questions. Each question must have at least 3 paragraphs and you must use at 3 least references (APA) included in your post.

ORDER A PLAGIARISM FREE PAPER NOW

Additionally, you are expected to reply to two other students and include a reference that justifies your post. Your reply must be at least 3 paragraphs.

1. Describe the importance of evidence-based practice.

2. Describe how and where to search for evidence.

3. Describe strategies for the implementation of evidenced-based practice in nursing practice.

This post is due by next Sunday, July 7th at 11:59pm.

Tags: evidence-based practice nursing nursing role