1.B Theoretical Basis Of Community/Public Health Nursing

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1.B Theoretical Basis Of Community/Public Health Nursing

Chapter 14 Theoretical Basis of Community/Public Health Nursing Public health nursing is a community-oriented, population-focused nursing specialty that is based on interpersonal relationships. The unit of care is the community or population rather than the individual, and the goal is to promote healthy communities.

 

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The community health nurse has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment 1. There are essential characteristics of nursing service when a community is the client.1.B Theoretical Basis Of Community/Public Health Nursing.  Describe community-oriented, population-focused care, and relationship-based care. What type of care is been completed by the community health nurse who has been assigned to count and interview homeless people sleeping in the local park to help in identifying programs to provide food, clothing, shelter, health care, and job training for the population? 2. The goals of public health nursing, to promote and protect the health of communities, are facilitated by adhering to eight principles identified by the American Nurses Association (2007) for public health nursing practice. The community health nurse has to consider the eight principles of public health nursing in community health nursing practice when completing the assignment with homeless individuals. What are the eight principles? 3. There are numerous models of nursing practice that can be utilized in community health nursing practice. Theories and models of community/public health nursing practice aid the nurse in understanding the rationale behind community-oriented care. What are five of these models of nursing practice with a brief summary of the model?  1.B Theoretical Basis Of Community/Public Health Nursing

Individual Success Plan (ISP) Assignment

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Individual Success Plan (ISP) Assignment

1) Complete the template

2 )  It will be verified by Turnitin and SafeAssign

Assignment

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

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

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

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

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

NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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

 

 

 

ISP Instructions

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

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

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General Requirements

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

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

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

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

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

 

 

 

 

 

 

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

2.      Reflection Journal Entry

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

2.      Reflection Journal Entry

 1.      Search the literature for supporting journal articles

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

2.      Reflection Journal Entry

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

2.      Reflection Journal Entry

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

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

2.      Reflection Journal Entry

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

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

2.      Reflection Journal Entry

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

2.      Scholarly Activity Summary

3.      Benchmark-Reflection Journal Summary

 1.      Summary of presentation

2.      Final Clinical Evaluation Tool

3.      Practice Clinical Evaluation Tool-Agency

4.      Practice Clinical Evaluation Tool-Preceptor. Individual Success Plan (ISP) Assignment

 

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

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

 Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

 (see Appendix A)

 Date

Assignment

Completed
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

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

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

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

 

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

  1. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

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

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

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

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

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

 

  1. Domains and Competencies

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

Domain 1: Professional Role

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

Competencies:

1.1:      Exemplify professionalism in diverse health care settings.

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

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

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

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

 

Domain 2: Theoretical Foundations of Nursing Practice

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

Competencies:

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

2.2:      Comprehend nursing concepts and health theories.

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

Domain 3: Nursing Practice

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

Competencies:

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

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

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

3.4:      Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

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

Competencies:

4.1:      Utilize patient care technology and information management systems.

4.2:      Communicate therapeutically with patients.

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

Domain 5: Holistic Patient Care

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

Competencies:

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

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

5.3:      Provide culturally sensitive care.

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

What Are Your Top Three Differential Medical Diagnosis.

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What Are Your Top Three Differential Medical Diagnosis.

At least 500 words, APA format (if using outside sources).

Please use reliable medical references such as your Goroll text, your Current Medical Diagnosis and Treatment book, or up to date.

 

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A 70-year-old female presents to the primary care provider for a health maintenance checkup. The patient has a history of hypertension but has not seen a primary care provider in over two years. The patient denies complaints or problems. She is a widower and lives alone.  Her husband died 6 months ago due to COVID.  She has two adult male children who live approximately 30 minutes away from the patient. What Are Your Top Three Differential Medical Diagnosis. Her current medications are over-the-counter ASA 81 milligrams daily as well as hydrochlorothiazide 25 milligrams daily. She has recently been getting her script refills from the local urgent care facility. She is accompanied by one of her sons who is concerned that his mother is confused or developing dementia because she is having trouble understanding what family members are saying especially during social events. The son has not noticed any weakness or gait impairment. No dysarthria.  They deny falls or head injury.  Vital signs BP 130 / 80, HR 72, resp 14, SPO2 99% on room air. Physical exam is as follows: skin is intact with some age-related changes, there is a skin tear on the left forearm. Head normal cephalic atraumatic (NC/AT), conjunctiva clear, oral mucosa is moist. external ear without cerumen impaction TM’s are intact, grey, cone of light normal. Heart rate is regular. Lungs are clear respirations are regular and easy. Abdomen with positive bowel sounds, soft, nontender, no rebound or guarding. Extremities are without deformity. She has 5/5 strength proximally as well as distally including 5/5 grip strength. Laboratory studies CBC, CMP, TSH, vitamin D and vitamin B levels are normal.

 

 

  1. What are your top three differential medical diagnosis. This should include two diagnosis that the patient likely has and one diagnosis that you considered but the patient does not have.

…Please give an explanation of your medical reasoning.

 

  1. What would you do next for this patient? What Are Your Top Three Differential Medical Diagnosis.

 

LDR Literary Review

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LDR Literary Review

This week, you will write a mini-systematic literature review. It is mini because you will only be reviewing two sources.
For this literature review assignment, we are going to give you a choice of three topics to choose from. Choose one for this assignment.

  1. Myasthenia Gravis
  2. Hodgkin’s Lymphoma
  3. HIV/AIDS

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Remember, for a systematic review, focus your analysis on the treatments, causes, diagnosis, and prognosis presented in the literature. LDR Literary Review
Next, conduct your research of scholarly articles. Use the WCU Online Library databases. You will need to choose two sources to include in this mini-literature review.
For this review, be sure to:

  • Select two relevant and appropriate scholarly articles that address the topic you chose.
  • Present a thorough literature review of both articles by summarizing, synthesizing, and evaluating the materials.
  • Demonstrate understanding of the content presented in the articles.
  • Include a critical assessment of the sources. Do not simply include a summary of what you have read.
  • Incorporate citations into your body paragraphs; incorporate the essential and most relevant supporting evidence eloquently and appropriately.
  • Present your writing in a clear, organized manner.
  • Provide a strong introduction and conclusion, including further questions for research.
  • Use proper APA format with proper citations. Review APA Citations Here

Your literature review should be 1–2 pages in length. Remember, you will need to use APA formatting in your literature review and include a title page and a reference page.

Review the rubric for more details on how your assignment will be graded. LDR Literary Review

Reply Patients’ Bill Of Rights Paper

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Reply Patients’ Bill Of Rights Paper

Dear Maricela

The Nurse’s Role in Ethics and Human Rights

In the medical setting, patient care is the cornerstone of healthcare practice. Besides a caregiver’s skills and knowledge about patient care and treatment, the care process’s effectiveness and success are also highly dependent on the relationship between the caregiver and the patient. Nurses need to deliver care and treatment without compromising patient rights. According to Hatamizadeh et al. (2019), patient rights are a subset of human rights which are responsibilities and duties medical practitioners must adhere to in medical care and treatment. The American Hospital Association’s Patients’ Bill of Rights provides a set of fifteen guarantees that patients should expect during their hospital stay.

The nurses must use the AHA as a book of reference to uphold and protect patient rights. When dealing with patients, nurses should also conform to principles of clinical ethics in order to uphold patient rights. Maintaining confidentiality is one way to protect patient rights. Nurses should disclose patient information to a third party only with the patient’s authorization. Often caregivers cultivate the erosion of confidentiality by sharing unnecessary information with colleagues, family members, social gatherings, media platforms, etc. At times, it can result in causing harm to the patients. For instance, stigmatization. Nurses should be conscious about observing and exercising discipline to adhere to the non-disclosure of patient health information to third parties (Varkey, 2021). This can be achieved by putting passwords on electronic devices storing patient health and maintaining anonymity when sharing medical conditions. Reply Patients’ Bill Of Rights Paper

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According to Varkey (2021), autonomy is based on a person’s intrinsic and unconditional worth. A patient must be granted the power to exercise rational decision-making. Patient autonomy has three derivatives; informed consent, truth-telling, and confidentiality, which are essential in protecting patient rights. Informing patients about their conditions, risks, benefits and options for medical treatment ensures that a nurse seeks consent before proceeding to treatment. The Patient’s Bill of Rights demands that a patient should also be informed about a hospital’s policies and practices relating to care and treatment (American Academy of Pediatric Dentistry, 2021). Additionally, that patients should be aware of the price of interventions and whether or not the treatment is research experimentation. Additionally, they should be informed about the period in which the hospital will continue giving them care and a reasonable notification in case care is no longer available or appropriate. Nurses are obligated to tell the truth by disclosing important medical information without withholding any information from patients at all times.

Conclusively, patients’ rights are a basic yet critical rule of conduct that heath caregivers and other medical personnel must adhere to. Nurses must understand and stress the need to uphold and protect patient rights. Patients’ rights protection can only be successful if nurses understand the significance of patient rights and their influence on their nursing practice. The ways mentioned above can significantly contribute to upholding the patient’s right to privacy, confidentiality, and patients’ rights at large.

2 ‘ Yanetsy

 

Patients’ Rights

Patients’ rights form a category of human rights in the context of healthcare. The issues that should be addressed in the category of patient rights are; consent, confidentiality, emergency treatment, continuity of care, and patient competence. Healthcare professionals can ensure that patients’ rights are protected and upheld in several ways. The most basic form of ensuring that patients’ rights are kept and protected is acquiring the appropriate knowledge about the ethical practices in various contexts and understanding why the ethical principles have been put in place (Wheeler et al., 2019). Creating a proper awareness of patients’ rights allows relevant application in clinical areas. Understanding the rights of patients ensures respect for their autonomy. The second approach towards upholding and protecting patients’ rights involves collaborating with patients regarding their healthcare goals. A comprehensive understanding of the patient’s goals promotes shared decision-making and develops an understanding of the various components of patient rights. Healthcare providers should also work collaboratively with the patient to arrive at an appropriate plan best suited for the two extremes. Shared decision-making promotes patient rights, including healthcare provider-patient trust, beneficence, and patient autonomy. Reply Patients’ Bill Of Rights Paper

Another strategy by healthcare providers to ensure patients’ rights are protected and uphel d involves ensuring informed consent. According to informed consent provisions, the healthcare provider should provide accurate information to the patient or their representative. This helps to make informed decisions regarding the care to be provided. To facilitate informed consent, healthcare professionals should educate the patient about a particular intervention or procedure’s benefits, alternatives, and risks (Ari, 2020). The healthcare provider should also ensure that the patient can make voluntary decisions on whether to proceed with the medical intervention. Healthcare professionals should also practice distributive justice to ensure that all patients are treated equitably and fairly. This means that nursing officers should not only treat all patients in a particular situation the same but also respect the rights of these patients. According to the policies and laws of healthcare, professionals in the sector are required to establish easy access to healthcare resources. Additionally, healthcare providers can protect and uphold patients’ rights by ensuring the patient-provider fiduciary relationship. In this case, the healthcare provider should act to serve the patient’s best interests (Vergallo et al., 2021). The healthcare expert can also integrate informative and deliberative relationships to serve the client’s best interest. In informative correlation, the doctor helps the patient to make the most appropriate decision without luring them to a particular choice. On the other hand, a deliberative relationship is cultivated when the patient and the doctor collaborate to achieve the goals of the patent while preserving the values of both parties. Another strategy that healthcare providers can use to uphold autonomy is listening to patient’s concerns and then, based on that information, giving the patient the necessary information to enable them to participate in decision-making. Reply Patients’ Bill Of Rights Paper

CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

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CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

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RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

  • Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
    • Chapter 7, “Mental Status”
      This chapter revolves around the mental status evaluation of an individual’s overall cognitive state. The chapter includes a list of mental abnormalities and their symptoms.
    • Chapter 23, “Neurologic System”
      The authors of this chapter explore the anatomy and physiology of the neurologic system. The authors also describe neurological examinations and potential findings.
  • Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
    Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
  • Chapter 4, “Affective Changes”Download Chapter 4, “Affective Changes”
    This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.
  • Chapter 9, “Confusion in Older Adults”Download Chapter 9, “Confusion in Older Adults”
    This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.
  • Chapter 13, “Dizziness”Download Chapter 13, “Dizziness”
    Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.
  • Chapter 19, “Headache”Download Chapter 19, “Headache”
    The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.
  • Chapter 31, “Sleep Problems”Download Chapter 31, “Sleep Problems”
    In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis. CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS
  • Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
    • Chapter 2, “The Comprehensive History and Physical Exam” (“Cranial Nerves and Their Function” and “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5)

Shadow Health Support and Orientation Resources

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

TO PREPARE

  • By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
  • Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

About the case study, you were assigned:

  • Review this week’s Learning Resources and consider the insights they provide about the case study.
  • Consider what history would be necessary to collect from the patient in the case study you were assigned.
  • Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
  • Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

THE CASE STUDY ASSIGNMENT

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Week 9 Assignments

All Sections

This week you will need to complete Your Physical Exam Requirement in Shadow Health. Please spend as much time as possible on this as it is a requirement to pass this to pass the course.

For your case presentation please pick one of these cases:

 

Case Study 1: Facial Droop

22-year-old African American female looks in the mirror and notices the left side of her mouth is slanted when she smiles. She notes she has had some headache off and on a few days. Her taste has decreased as well when she started brushing her teeth.  CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

Case 2: Forgetfulness

Asia brings her 67-year-old father into the office stating he is very forgetful. He has lost his car keys several times. She also states he has driven to the store and called her asking for directions to get back home. 

 

I WILL GO WITH CASE STUDY 2

Case 2: Forgetfulness

Asia brings her 67-year-old father into the office stating he is very forgetful. He has lost his car keys several times. She also states he has driven to the store and called her asking for directions to get back home. 

Week 9

Shadow Health Comprehensive SOAP Note Template

 

Patient Initials: _______                 Age: _______                                   Gender: _______

 

 

SUBJECTIVE DATA:

 

Chief Complaint (CC):

 

History of Present Illness (HPI):

 

Medications:

 

Allergies:

 

Past Medical History (PMH):

 

Past Surgical History (PSH):

 

Sexual/Reproductive History:

 

Personal/Social History:

 

Health Maintenance:

 

Immunization History:

 

Significant Family History:

 

Review of Systems:

 

General:

            HEENT:

            Respiratory:

            Cardiovascular/Peripheral Vascular:

            Gastrointestinal:

            Genitourinary:

            Musculoskeletal:

            Neurological:

            Psychiatric:

            Skin/hair/nails: CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

 

 

OBJECTIVE DATA:

 

Physical Exam:

Vital signs:

General:

HEENT:

Neck:

Chest/Lungs:.

Heart/Peripheral Vascular:

Abdomen:

Genital/Rectal:

Musculoskeletal:

Neurological:

Skin:

 

Diagnostic results:

 

ASSESSMENT:

 

PLAN: This section is not required for the assignments in this course (NURS 6512), but will be required for future courses. CASE STUDY ASSIGNMENT: ASSESSING NEUROLOGICAL SYMPTOMS

 

Community Health Problem & Improvement Plan

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Community Health Problem & Improvement Plan

After reviewing Module 3: Lecture Materials & Resources, briefly describe one community health problem from your community’s health improvement plan. What structure, process, and outcome standards would you use to evaluate a program addressing this problem?

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

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Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s). Community Health Problem & Improvement Plan

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

  • Rector, C. & Stanley, M.J. (2022).
    • Chapter 10 – Communication and Collaboration in the 21st Century: Informatics and Health Technology in Community Health Nursing
    • Chapter 11 – Health Promotion: Achieving Change Through. Education
    • Chapter 12 – Planning and Developing Community Programs and Services
    • Chapter 13 – Policy Making and Community Health Advocacy

 

 

THE ROLE OF THE RN/APRN IN POLICY EVALUATION Fall Prevention

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THE ROLE OF THE RN/APRN IN POLICY EVALUATION Fall Prevention

Select an existing healthcare program or policy evaluation or choose one of interest to you.(Fall prevention).

Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

Post an evaluation topic and a brief description of the evaluation. Discuss how social determinants impact this issue.

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Required Reading for referencing

Facility

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Quality improvement project Paper

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Quality improvement project Paper

Identify an issue such as process that is causing concern or an opportunity for a positive change in a healthcare organization.
Define the problem by Identifying and carefully describing what it is you really want to improve?

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Choose a target for improvement, and then describe two approaches for quality improvement that can be used for this problem including the tools appropriate for your approaches
Conclude by sharing strategies for implementation of the change needed. Quality improvement project Paper