preventing Arterial Line complications

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NR452 CAPSTONE COURSE Capstone Evidence-based Paper Guidelines PURPOSE In this final assignment of the

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Capstone course, the student will use skills of inquiry gained in the baccalaureate nursing program to identify a clinical issue upon which nurses have the ability to resolve or have a positive impact. With a focus on the diversity of the individual as well as the variation of cultural values of a particular population, the student will develop a plan for addressing the clinical issue. With the incorporation of other disciplines from the health care team the student will describe the role the nurse has in the implementation of an ethically sound plan. COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.      CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1) CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3) CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8) CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4) CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6) DUE DATE Unless otherwise instructed by the faculty, this assignment is due to be submitted in the course drop box no later the 12 am (midnight) on the Sunday at the end of Unit 6. The College’s Late Assignment Policy applies to this activity. TOTAL POINTS POSSIBLE 200 points REQUIREMENTS • When selecting a clinical issue to be addressed in the assignment, the student is expected to draw from one of the four main categories of the NCLEX-RN examination blueprint: assurance of a safe and effective care environment, health promotion and maintenance of health, the preservation of the patient’s psychosocial integrity and physiological integrity. NR452 CAPSTONE COURSE • Length of paper 8-10 pages excluding the title page and the reference page. • The sources cited both in text and on the reference page for this assignment will be formatted according APA 6th edition guidelines. • A minimum of six (6) peer-reviewed scholarly sources are required in support of the Evidence-based Capstone Evidence-based Paper. • This assignment will be graded using the Capstone Evidence- based Paper Rubric available in Unit 6 of the course. PREPARING THE ASSIGNMENT The student will be required to:  Produce an 8-10 page evidence-based paper addressing a significant clinical issue  Identify and explore a solution to a clinical issue  Gather additional background information on: o the clinical issue o the patient population  Develop a plan that could be carried out by a nurse to resolve the clinical issue.  Reflect on the knowledge and experience gained in the nursing program  Draw from one of the four main categories of the NCLEX-RN examination blueprint o assurance of a safe and effective care environment, o health promotion and maintenance of health, o preservation of the patient’s psychosocial o preservation of the patient’s physiological integrity With the exception of the Introduction, each criterion listed below will serve as the major headings of this assignment due in Unit Six and will include the following:   Title Page: (APA 6th edition formatting) Introduction:  Offers a detailed description of the statement of purpose for the paper.  Identifies a clinical issue or problem drawn from one of the four main categories of the NCLEX-RN examination blueprint: o Assurance of a safe and effective care environment o Health promotion and maintenance of health o Preservation of the patient population’s psychosocial integrity o Preservation of the patient population ’s physiological integrity  In this paper the student will provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the clinical issue.  The reference to the NCLEX-RN examination blueprint found at the National Council of State Boards of Nursing website constitutes one scholarly reference.  Importance: The student will describe the importance of the clinical issue to the health of a patient population. This discussion will include the potential negative effect of leaving the clinical issue unresolved. NR452 Evidence-based Project Guidelines V3.docx Revised March 2018 ew 2 NR452 CAPSTONE COURSE  Patient Population: The student will describe the patient population that is impacted by the clinical issue. With a focus on the diversity of the human condition found within this patient population, the student will describe the influence that cultural values may have on the proposed solution.  Proposed Solution: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles. ii. Expand on the ethical considerations when developing the plan.  Goals: While the intervention will not actually be carried out, the student will discuss the plan that could be implemented by a nurse to address the clinical issue. One short-term and one long-term goal of the intervention will be identified. The student will include a description of how attainment of each of the goals would be measured.  Barriers: The student will identify a minimum of two potential barriers to the success of the plan as well as a strategy for addressing each one.  Benefits: The student will describe a minimum of one benefit to the patient population and one benefit to the nursing profession that will result from carrying out the plan. Provides a minimum of one scholarly, peer-reviewed source in support of the benefit of the plan to the patient population.  Participants and Interdisciplinary Approach: The student will identify all of the parties whose participation is important for the success of implementing the plan. i. This list will include a minimum of two members of disciplines outside of nursing. ii. A description of the benefit of including each member from another discipline to the success of the plan. iii. A minimum of one scholarly, peer-reviewed source providing support for the success of the plan by including the healthcare team member outside of nursing. • Conclusion: i. Provides a thorough recap of the purpose of the plan to prevent or help to resolve the clinical issue. ii. Includes a complete statement describing why addressing this clinical problem matters and to whom. th • Reference Page: (APA 6 edition formatting) NR452 Evidence-based Project Guidelines V3.docx Revised March 2018 ew 3 NR452 CAPSTONE COURSE DIRECTIONS AND ASSIGNMENT CRITERIA Assignment Criteria Points % Description Introduction 20 10%  Introduces a clinical problem drawn from one of the four main categories of the NCLEX-RN examination blueprint:  Assurance of a safe and effective care environment.  Health promotion and maintenance of health.  Preservation of the patient’s psychosocial integrity.  Preservation of the patient’s physiological integrity.  This reference appropriately cites the NCLEX-RN examination blueprint found at the National Council of State Boards of Nursing website and constitutes one scholarly reference. Importance 20 10%  Describes the importance of the clinical problem to the health of the patient population. Includes the potential negative effect of leaving the clinical issue unresolved.  Patient Population 20 10%   Proposed Solution 20 10%   Summarizes the diversity of the human condition found within the patient population. Identifies the influence that cultural values may have on the plan for addressing the clinical issue. Proposes a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed sources. Expands on the ethical considerations in developing the plan for addressing the issue affecting patient population. Goals 20 10%    Develops a minimum of one short-term goal. Develops a minimum of one long-term goal. Includes the ways in which attainment of each of the goals will to be measured. Barriers 20 10%  Identifies a minimum of two anticipated barriers to the success of preventing or resolving the clinical issue. Describes at least one strategy for addressing each anticipated barrier.  Benefits 20 10%   Participants and Interdisciplinary Approach 20 10%   NR452 Evidence-based Project Guidelines V3.docx Describes a minimum of one benefit to the patient population and one benefit to the nursing profession that will result from preventing or resolving the clinical issue. Provides a minimum of one scholarly, peer-reviewed source in support of the benefit of the plan to the patient population. Identifies all of the parties who will be involved in the implementation of the clinical project. This list includes a minimum of two members of a discipline outside of nursing. Revised March 2018 ew 4 NR452 CAPSTONE COURSE   Conclusion 20 10%   APA 6th edition Format, Grammar and Punctuation Total Points = 200 20 10%    Includes the benefit of including each member from another discipline to the success of the project. Provides a minimum of one scholarly, peer-reviewed source in support of the success of the plan by including the healthcare team member outside of nursing. Provides a thorough recap of the purpose of the plan to prevent or help to resolve the clinical issue. Includes a complete statement describing why addressing the clinical problem matters and to whom Uses clear and correct grammar. Uses proper sentence structure and flow. Adheres to all APA 6th edition formatting guidelines for title page, margins, and in-text citations. Points Earned = _____ NR452 Evidence-based Project Guidelines V3.docx Revised March 2018 ew 5 NR452 CAPSTONE COURSE GRADING RUBRIC Assignment Criteria Introduction (20 points) Importance (20 points) Outstanding or Highest Level of Performance Very Good or High Level of Performance Competent or Satisfactory Level of Performance A (92–100%) B (84–91%) C (76–83%) Completely sets the stage for selecting the clinical issue in terms of the impact on the health of a patient population. Offers a detailed description of the statement of purpose for the paper while introducing a clinical problem drawn from one of the four main categories of the NCLEX-RN examination blueprint which is appropriately cited. Minimally addresses the clinical issue in terms of the impact on the health of a patient population. Describes in general terms the statement of purpose for the paper but does not introduce a clinical problem drawn from one of the four main categories of the NCLEX-RN examination blueprint. Provides a description of the purpose of the paper but does not address the clinical issue in terms of the impact on the health of a patient population. Does not introduce a clinical problem drawn from one of the four main categories of the NCLEX-RN examination blueprint 19-20 points Partially sets the stage for selecting the clinical issue in terms of the impact on the health of a patient population. Identifies most but not all of the details describing the statement of purpose for the paper while introducing a clinical problem drawn from one of the four main categories of the NCLEX-RN examination blueprint which is appropriately cited. 17-18 points 16 points 0-15 points Completely describes the importance of the clinical problem to the health of the patient population and includes the potential negative effect of leaving the clinical issue unresolved. Partially describes the importance of the clinical problem to the health of the patient population with partial inclusion of the potential negative effect of leaving the clinical issue unresolved. 19-20 points 17-18 points Minimally describes the importance of the clinical problem to the health of the patient population with minimal inclusion of the potential negative effect of leaving the clinical issue unresolved. 16 points NR452 Evidence-based Project Guidelines.docx Revised March 2018 SME-EP/ CIS-LS Poor, Failing or Unsatisfactory Level of Performance F (0–75%) Provides minimal or no description of the importance of the clinical problem to the health of the patient population and/or the potential negative effect of leaving the clinical issue unresolved. 0-15 points 6 NR452 CAPSTONE COURSE Patient Population (20 points) Clearly summarizes the diversity of the human condition found within the patient population. Completely identifies the influence that cultural values may have on the plan for addressing the clinical issue in the patient population. Provides an expanded view of the ethical considerations of the patient population. Partially summarizes the diversity of the human condition found within the patient population. Provides limited identification of the influence that cultural values may have on the plan for addressing the clinical issue in the patient population. Presents an incomplete view of the ethical considerations of the patient population. Minimally summarizes the diversity of the human condition found within the patient population. Provides marginal identification of the influence that cultural values may have on the plan for addressing the clinical issue in the patient population. Presents an inadequate view of the ethical considerations of the patient population. Summary of the diversity of the human condition found within the patient population missing. Identification of the influence that cultural values may have on the plan for addressing the clinical issue in the patient population Identification of patient population missing completely or lacking in description. 19-20 points 17-18 points 16 points 0-15 points Proposed Solution (20 points) Proposes a clear solution to the clinical problem that encompasses pertinent ethical considerations in the development of the plan. Appropriately supported by a minimum of three scholarly, peer-reviewed journal articles. 19-20 points Proposes a solution to the clinical problem that provides minimal reference to the ethical considerations of developing the plan. Appropriately supported by two scholarly, peer-reviewed journal articles. 17-18 points Attempts to propose a solution to the clinical problem that does not provide reference to the ethical considerations of developing the plan. Appropriately supported by one scholarly, peer-reviewed journal article. 16 points Makes reference to a solution to the clinical problem without reference to the ethical considerations of developing the plan and is not appropriately supported by scholarly, peer-reviewed journal articles. 0-15 points Goals (20 points) Develops one or more shortterm goal and one or more long-term goal. Includes a complete description of the ways in which attainment of each of the goals will be measured. Provides a partial description of one short-term goal and one long-term goal. Includes a partial description of the ways in which attainment of each of the goals will be measured. Provides a minimal description of one short-term goal and one long-term goal. Includes a limited description of the ways in which attainment of each of the goals will be measured. Makes reference to a shortterm goal and at least one long-term goal but neglects to provide a description of the ways in which attainment of each of the goals will be measured. 17-18 points 16 points 0-15 points 19-20 points NR452 Evidence-based Project Guidelines.docx Revised March 2018 SME-EP/ CIS-LS 7 NR452 CAPSTONE COURSE Barriers (20 points) Benefits (20 points) Completely describes minimum of two anticipated barriers to the success of the implementation of the clinical project and plans for addressing them. Partially describes one anticipated barrier to the success of the implementation of the clinical project and plans for addressing same. Provides a minimal description of anticipated barriers to the success of the implementation of the clinical project and minimal or missing plans for addressing them. Little or no reference to the anticipated barriers to the success of the implementation of the clinical project and plans for addressing them. 19-20 points 17-18 points 16 points 0-15 points Provides a thorough description of a minimum of one benefit to the patient population and one or more benefit to the nursing profession that will result from carrying out the clinical project. Provides one or more scholarly, peer-reviewed source in support of the benefit of the plan to the patient population. 19-20 points Provides a partial overview of one benefit to the patient population and one benefit to the nursing profession that will result from carrying out the clinical project. Provides one scholarly, peer-reviewed source in support of the benefit of the plan to the patient population. Provides a minimal overview of benefit to the patient population and benefit to the nursing profession that will result from carrying out the clinical project. Provides one reference for support of the benefit of the plan to the patient population. Fails to provide an overview of benefit to the patient population and to the nursing profession that will result from carrying out the clinical project. Does not provide a reference in support of the benefit of the plan to the patient population. 17-18 points 16 points 0-15 points NR452 Evidence-based Project Guidelines.docx Revised March 2018 SME-EP/ CIS-LS 8 NR452 CAPSTONE COURSE Participants and Interdisciplinary Approach (20 points) Conclusion (20 points) Provides complete details identifying all of the parties who will be involved in the implementation of the clinical project. This list includes two or more members of a discipline outside of nursing. Provides a complete description of the benefit of including each member from a discipline outside of nursing to the success of the project. Provides a one or more scholarly, peer-reviewed source in support of the success of the plan by including the healthcare team member outside of nursing. 19-20 points Provides partial details identifying all of the parties who will be involved in the implementation of the clinical project. This list includes at least one member of a discipline outside of nursing. Provides a partial description of the benefit of including each member from a discipline outside of nursing to the success of the project. Provides a minimum of one scholarly, peer-reviewed source in support of the success of the plan by including the healthcare team member outside of nursing. 17-18 points Minimally details the parties who will be involved in the implementation of the clinical project. May or may not include a member of a discipline outside of nursing. Provides a minimal description of the benefit of including each member from a discipline outside of nursing to the success of the project. Provides one reference in support of the success of the plan by including the healthcare team member outside of nursing. Minimal or missing details of the parties who will be involved in the implementation of the clinical project. Does not include a member of a discipline outside of nursing. Missing a description of the benefit of including members from a discipline outside of nursing to the success of the project. Does not provide a reference in support of the success of the plan by including the healthcare team member outside of nursing. 16 points 0-15 points Provides a thorough recap of the purpose of the plan to prevent or help to resolve the clinical issue including a complete statement describing why addressing this clinical problem matters and to whom. Provides a partial recap of the purpose of plan to prevent or help to resolve the clinical issue including a partial statement describing why addressing this clinical problem matters and to whom. Partially provides a minimal recap of the plan to prevent or help to resolve the clinical issue including a minimal statement describing why addressing this clinical problem matters and to whom. Minimal or missing recap of the plan to prevent or help to resolve the clinical issue lacking a statement describing why addressing this clinical problem matters and to whom. 19-20 points 17-18 points 16 points 0-15 points NR452 Evidence-based Project Guidelines.docx Revised March 2018 SME-EP/ CIS-LS 9 NR452 CAPSTONE COURSE APA 6th edition Format, Grammar and Punctuation (20 points) APA 6th edition format is used accurately and consistently in the paper, on the title page, intext citations, and/or the Reference page. No errors in grammar or punctuation. 19-20 points APA 6th edition formatting is used with1-2 errors, on the title page, in-text citations, and/or the Reference page. Less than 2 errors in grammar or punctuation. 17-18 points No more than 3-5 errors in APA 6th edition formatting in the paper, on the title page, intext citations, and the Reference page. No more than 3-5 errors in grammar or punctuation. 16 points More than 5 errors in APA 6th edition formatting in the paper, on the title page, in-text citations, and/or the Reference page. More than 5 errors in grammar or punctuation. 0-15 points Total Points Possible = 200 points NR452 Evidence-based Project Guidelines.docx Revised March 2018 SME-EP/ CIS-LS 10
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SICKLE CELL ANEMIA Nichole Luevano, Paula White, Patricia Elizarraraz, Marina Dailey Grand Canyon University NRS-

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434-VN August 12, 2018 ▪ A genetic disorder characterized by defective hemoglobin ▪ The disease affects the red blood cells and their ability to carry oxygen ▪ The affected red blood cells are sticky and look like the letter C ▪ Sickle cells have shorted life span than health cells ▪ Can be a carrier and not have symptoms ▪ Originated with malaria ▪ Symptoms-pain, cold skin, anemia ▪ Diagnosis-blood test and medical screening ▪ Treatment-treating symptoms and preventing infection and complications (Children’s National Health System, 2018) Childhood Adulthood ▪ Immunization ▪ Management ▪ Complications ▪ Treatment ▪ Treatment ▪ Differences ▪ Signs and symptoms (Children’s National Health System [CNHS], 2018). (Miller, 2018) (Pfizer Medical Team, 2014) ▪ Negative outcomes for patients ▪ Effects on relationships ▪ Complications ▪ Goals (Adegbola et al., 2012) (Chan, 2018) This Photo by Unknown Author is licensed under CC BY-NC M ental and Em otional Effects ▪ Stress induced by society’s attitudes and perceptions of sickle cell disease ▪ Health beliefs could be influenced by external factors ▪ Fear of early death and reluctance to confide in family and friends leading to isolation ▪ Mood changes and development of depressive symptoms (Ani, Egunjobi & Akiyanju, 2010) Physical and Sexual Effects ▪ Episodes of Pain ▪ Acute Chest Syndrome ▪ Infections ▪ Anemia (Knott, 2017) ▪ Erectile Dysfunction (in men) ▪ Priapism (in men) (Uzoma & Burnett, 2015) Econom ical Effects Occupational Considerations and Hazards ▪ Increased healthcare costs ▪ Difficulty in executing tasks ▪ Economic burden to healthcare ▪ Decreased level of participation system and client increases related to hospitalizations ▪ Consumption of large percentage of hospital resources ▪ Ineffective outpatient management therefore causing hospital Singh, Jordan & Hanlon, 2014 readmissions ▪ Increased Inactivity due to clinical manifestations (Cunha, Monteiro, Ferreira, Cordeiro & Souza, 2017) ▪ Exposure to extreme temperatures ▪ Frequent urination due to compromised kidney function ▪ Failure to disclose illness due to fear of stigmatization (Sandwell and West Birmingham Hospitals, 2016) Prenatal Care and Childbearing Ability to cope with stress ▪ Woman and Partner should get tested A person affected with sickle cell anem ia m ay find it difficult to deal with the related stresses. T hey m ight want to consider: for sickle cell trait ▪ Prenatal testing for fetus to identify if sickle cell disease or trait exists ▪ Early Prenatal care and monitoring essential for healthy pregnancy (Centers for Disease Control and Prevention, 2018) ▪ Finding someone to confide in and talk to ▪ Exploring different ways to cope with pain ▪ Learning and researching about sickle cell anemia to make informed decisions about care (Mayo Clinic, 2018) SUSCE P T IB IL IT Y TO E NG AG E IN SUB STANCE ABUSE Sickle Cell Anemia patients have severe and recurrent pain crises : ▪ Frequently needing opioids to control pain. ▪ The compromised quality of life can predispose this population to the occurrence of non-psychotic disorders such as depression ▪ Mental Health disorders are making these patients vulnerable to substance abuse. (Santos et el., 2017) www.substanceabusecounselor.com • • Adults with sickle cell anemia will have to live through stiffness, pain, emotional stress, and the unusual sleep patterns that come with these side effects. Although 50% of sickle cell anemia patients have survived and made it past 50 years of age, it is still deadly and treatments and medications will play a role in survival throughout ones lifespan. www.nan.ng Nursing diagnosis: Knowledge deficiency related to improper medical care as evidence by adult rehospitalization According to Live Science, “41 percent of patients ages 18 to 30, diagnosis with Sickle Cell Anemia, who are hospitalized in acute care end up re-hospitalized within 30 days.” (Rettner, 2010) B arriers that can prevent care in Adults clients with sickle cell Anem ia. According to Rettner (2010), ▪ “Care for adults isn’t well established as it is for children.” ▪ “Adults loss health benefits and are unable to pay for care ▪ “Not enough physicians with sickle cell knowledge.” ▪ “Care tends to be not as well coordinated as it is for kids.” Health Prom otion Health Screening I nter ventions • • Find good medical care (Centers for Disease Control and Prevention [CDC], 2017) • Get regular check ups (CDC, 2017) • An increase in Hydroxyurea which “was developed as an anticancer drug and has been used to treat myeloproliferative syndromes.” (Brawley, 2008) Looking for clinical studies (CDC, 2017) • A blood test can check for the defective form of hemoglobin that underlines sickle cell anemia (Keller, 2014) Education for Adults with Sickle Cell Anem ia • • • • Sickle cell Disease is inherited. The disease changes red blood cells into an abnormal shape that cause them to have difficulty when passing through small blood vessels. Sickle cell is one of the most common diseases in the world. The disease does not target any specific race or ethnic background. (John Hopkins Medicine, n.d.) Sickle Cell Disease Association of America, Inc. 231 East Baltimore Street, Suite 800 Baltimore, MD 21202 (410) 528-1555 (800) 421-8453 http://www.sicklecelldisease.org/ A national resource to help provide other resources and services to patients with sickle cell disease such as recommending summer camps for children or group meetings for adults. It also gives general information on the topic and contact information for any questions. JPS Sickle Cell Clinic at JPS Center for Cancer Care 601 W. Terrell Avenue Fort Worth, TX 76104 Adult Care (817) 702-8300 http://www.jpshealthnet.org/health_care_service s/cancer A community resource offering basic clinical needs, radiology, and chemotherapy. The staff there also provides a wide variety of resources for support groups and will accept anyone whether they have insurance or not. Adegbola, M.A., Barnes, D.M., Opollo, J.G., Herr, K., Gray, J. & McCarthy, A.M. (2012). Voices of Adults Living with Sickle Cell Disease Pain. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3804106/ Ani, K., Egunjobi, F. & Akiyanju, O. (2010). Psychosocial Impact of Sickle Cell Disorder: Perspective from a Nigerian Setting. National Center for Biotechnology Information. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836308/ Centers for Disease Control and Prevention. (2017). Sickle Cell Disease. Retrieved from https://www.cdc.gov/ncbddd/sicklecell/healthylivingliving-well.html Centers for Disease Control and Prevention. (2018). What You Should Know About Sickle Cell Disease and Pregnancy. Retrieved from https://www.cdc.gov/ncbddd/sicklecell/documents/scd-factsheet_scd–pregnancy.pdf Chan, Kitty. (2018). Healthcare Access Implications and Psychosocial Effects of Sickle Disease. Retrieved from https://www.inquiriesjournal.com Children’s National Health System. (2018). Pediatric Sickle Cell Disease. Retrieved from https://childrensnational.org/choose-childrens/conditions-andtreatments/blood-marrow/sickle-cell-disease Cunha, J.H.S., Monteiro, C.F., Ferreira, L.A., Cordeiro, J.R. & Souza, L.M.P. (2017). Occupational Roles of individuals with Sickle Cell Anemia. Retrieved from http://dx.doi.org/10.11606/issn.2238-6149.v28i2p230-238 Johns Hopkins Medicine. (n.d.) Patient Education. Retrieved from https://www.hopkinsmedicine.org/Medicine/sickle/patient/index.html Keller, S.D., Yang, M., Treadwell, M.J., Werner, E.M., Hassel, K.L. (2014) Patient Reports of Health Outcome for Adults Living with Sickle Cell Disease: Development and Testing of the ASCQ-Me Item Banks. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25146160 Knott, L. (2017). Sickle Cell Disease: Sickle Cell Anemia. Retrieved from https://patient.info/health/sickle-cell-disease-sickle-cell-anaemia Mayo Clinic. (2018). Sickle Cell Anemia. Retrieved from https://www.mayoclinic.org/diseases-conditions/sickle-cell-anemia/diagnosis-treatment/drc20355882 Miller, R. E. (2018). Sickle Cell Disease. Retrieved from https://kidshealth.org/en/teens/sickle-cell-anemia.html Otis W. Brawley, MD; Llewellyn J. Cornelius, PhD, LCSW; Linda R. Edwards, MD; Vanessa Northington Gamble, MD, PhD; Bettye L. Green, RN; Charles Inturrisi, PhD; Andra H. James, MD, MPH; Danielle Laraque, MD; Magda Mendez, MD; Carolyn J. Montoya, RN, MSN, CPNP; Brad H. Pollock, MPH, PhD; Lawrence Robinson, MD, MPH; Aaron P. Scholnik, MD; Melissa Schori, MD, MBA. (2008). National Institutes of Health Consensus Development Conference Statement: Hydroxyurea Treatment for Sickle Cell Disease. Retrieved from http://annals.org/aim/fullarticle/668699/national-institutes-health-consensus-development-conference-statement- hydroxyureatreatment-sickle Pfizer Medical Team. (2014). Managing Sickle Cell Disease as an Adult. Retrieved from https://www.gethealthystayhealthy.com. Primary Psychiatry. (2008). Psychiatric Issues in Adults with Sickle Cell Disease. Retrieved from http://primarypsychiatry.com/psychiatricissues-in-adults-with-sickle-cell-disease/ Rettner, R. (2010). Adults Struggle With What Used to Be Child’s Blood Disorder. Retrieved from https://www.livescience.com/6815- adultsstruggle-child-blood-disorder.html Sandwell and West Birmingham Hospitals. (2014). Employment and Sickle Cell Disease. Retrieved from http://www.swbh.nhs.uk/wpcontent/uploads/2012/07/Employment-and-sickle-cell-disease-ML4367.pdf Santos, M., Travi, D., Ribeiro, C., Pianca, T., Saccilotto, I., Silla, L. & Picon, P. (2017). Pain Management and Substance Abuse in Sickle Cell Disease Patients. International Journal of Technology Assessment in Healthcare, 33, 72-73. DOI:10.1017/S0266462317002057 Singh, R., Jordan, R. & Hanlon, C. (2014). Economic Impact of Sickle Cell Hospitalization. American Society of Hematology Blood Journal. Retrieved from http://www.bloodjournal.org/content/124/21/5971?sso-checked=true Tanyi, R.A. (2003). Sickle Cell Disease: Health Promotion and Maintenance and the Role of Primary Care Nurse Practitioners. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/14560435 Uzoma, A. & Burnett, A. (2015). Sickle Cell Men Are Five Times More Likely to Develop ED with Recurrent Ischemic Priapism. Retrieved from http://www.issm.info/news/sex-health-headlines/sickle-cell-men-are-five-times-more-likely-to-develop-ed-with-recurrent-isc/ SICKLE CELL ANEMIA Nichole Luevano, Paula White, Patricia Elizarraraz, Marina Dailey Grand Canyon University NRS-434-VN August 12, 2018 ▪ A genetic disorder characterized by defective hemoglobin ▪ The disease affects the red blood cells and their ability to carry oxygen ▪ The affected red blood cells are sticky and look like the letter C ▪ Sickle cells have shorted life span than health cells ▪ Can be a carrier and not have symptoms ▪ Originated with malaria ▪ Symptoms-pain, cold skin, anemia ▪ Diagnosis-blood test and medical screening ▪ Treatment-treating symptoms and preventing infection and complications (Children’s National Health System, 2018) Childhood Adulthood ▪ Immunization ▪ Management ▪ Complications ▪ Treatment ▪ Treatment ▪ Differences ▪ Signs and symptoms (Children’s National Health System [CNHS], 2018). (Miller, 2018) (Pfizer Medical Team, 2014) ▪ Negative outcomes for patients ▪ Effects on relationships ▪ Complications ▪ Goals (Adegbola et al., 2012) (Chan, 2018) This Photo by Unknown Author is licensed under CC BY-NC M ental and Em otional Effects ▪ Stress induced by society’s attitudes and perceptions of sickle cell disease ▪ Health beliefs could be influenced by external factors ▪ Fear of early death and reluctance to confide in family and friends leading to isolation ▪ Mood changes and development of depressive symptoms (Ani, Egunjobi & Akiyanju, 2010) Physical and Sexual Effects ▪ Episodes of Pain ▪ Acute Chest Syndrome ▪ Infections ▪ Anemia (Knott, 2017) ▪ Erectile Dysfunction (in men) ▪ Priapism (in men) (Uzoma & Burnett, 2015) Econom ical Effects Occupational Considerations and Hazards ▪ Increased healthcare costs ▪ Difficulty in executing tasks ▪ Economic burden to healthcare ▪ Decreased level of participation system and client increases related to hospitalizations ▪ Consumption of large percentage of hospital resources ▪ Ineffective outpatient management therefore causing hospital Singh, Jordan & Hanlon, 2014 readmissions ▪ Increased Inactivity due to clinical manifestations (Cunha, Monteiro, Ferreira, Cordeiro & Souza, 2017) ▪ Exposure to extreme temperatures ▪ Frequent urination due to compromised kidney function ▪ Failure to disclose illness due to fear of stigmatization (Sandwell and West Birmingham Hospitals, 2016) Prenatal Care and Childbearing Ability to cope with stress ▪ Woman and Partner should get tested A person affected with sickle cell anem ia m ay find it difficult to deal with the related stresses. T hey m ight want to consider: for sickle cell trait ▪ Prenatal testing for fetus to identify if sickle cell disease or trait exists ▪ Early Prenatal care and monitoring essential for healthy pregnancy (Centers for Disease Control and Prevention, 2018) ▪ Finding someone to confide in and talk to ▪ Exploring different ways to cope with pain ▪ Learning and researching about sickle cell anemia to make informed decisions about care (Mayo Clinic, 2018) SUSCE P T IB IL IT Y TO E NG AG E IN SUB STANCE ABUSE Sickle Cell Anemia patients have severe and recurrent pain crises : ▪ Frequently needing opioids to control pain. ▪ The compromised quality of life can predispose this population to the occurrence of non-psychotic disorders such as depression ▪ Mental Health disorders are making these patients vulnerable to substance abuse. (Santos et el., 2017) www.substanceabusecounselor.com • • Adults with sickle cell anemia will have to live through stiffness, pain, emotional stress, and the unusual sleep patterns that come with these side effects. Although 50% of sickle cell anemia patients have survived and made it past 50 years of age, it is still deadly and treatments and medications will play a role in survival throughout ones lifespan. www.nan.ng Nursing diagnosis: Knowledge deficiency related to improper medical care as evidence by adult rehospitalization According to Live Science, “41 percent of patients ages 18 to 30, diagnosis with Sickle Cell Anemia, who are hospitalized in acute care end up re-hospitalized within 30 days.” (Rettner, 2010) B arriers that can prevent care in Adults clients with sickle cell Anem ia. According to Rettner (2010), ▪ “Care for adults isn’t well established as it is for children.” ▪ “Adults loss health benefits and are unable to pay for care ▪ “Not enough physicians with sickle cell knowledge.” ▪ “Care tends to be not as well coordinated as it is for kids.” Health Prom otion Health Screening I nter ventions • • Find good medical care (Centers for Disease Control and Prevention [CDC], 2017) • Get regular check ups (CDC, 2017) • An increase in Hydroxyurea which “was developed as an anticancer drug and has been used to treat myeloproliferative syndromes.” (Brawley, 2008) Looking for clinical studies (CDC, 2017) • A blood test can check for the defective form of hemoglobin that underlines sickle cell anemia (Keller, 2014) Education for Adults with Sickle Cell Anem ia • • • • Sickle cell Disease is inherited. The disease changes red blood cells into an abnormal shape that cause them to have difficulty when passing through small blood vessels. Sickle cell is one of the most common diseases in the world. The disease does not target any specific race or ethnic background. (John Hopkins Medicine, n.d.) Sickle Cell Disease Association of America, Inc. 231 East Baltimore Street, Suite 800 Baltimore, MD 21202 (410) 528-1555 (800) 421-8453 http://www.sicklecelldisease.org/ A national resource to help provide other resources and services to patients with sickle cell disease such as recommending summer camps for children or group meetings for adults. It also gives general information on the topic and contact information for any questions. JPS Sickle Cell Clinic at JPS Center for Cancer Care 601 W. Terrell Avenue Fort Worth, TX 76104 Adult Care (817) 702-8300 http://www.jpshealthnet.org/health_care_service s/cancer A community resource offering basic clinical needs, radiology, and chemotherapy. The staff there also provides a wide variety of resources for support groups and will accept anyone whether they have insurance or not. Adegbola, M.A., Barnes, D.M., Opollo, J.G., Herr, K., Gray, J. & McCarthy, A.M. (2012). Voices of Adults Living with Sickle Cell Disease Pain. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3804106/ Ani, K., Egunjobi, F. & Akiyanju, O. (2010). Psychosocial Impact of Sickle Cell Disorder: Perspective from a Nigerian Setting. National Center for Biotechnology Information. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2836308/ Centers for Disease Control and Prevention. (2017). Sickle Cell Disease. Retrieved from https://www.cdc.gov/ncbddd/sicklecell/healthylivingliving-well.html Centers for Disease Control and Prevention. (2018). What You Should Know About Sickle Cell Disease and Pregnancy. Retrieved from https://www.cdc.gov/ncbddd/sicklecell/documents/scd-factsheet_scd–pregnancy.pdf Chan, Kitty. (2018). Healthcare Access Implications and Psychosocial Effects of Sickle Disease. Retrieved from https://www.inquiriesjournal.com Children’s National Health System. (2018). Pediatric Sickle Cell Disease. Retrieved from https://childrensnational.org/choose-childrens/conditions-andtreatments/blood-marrow/sickle-cell-disease Cunha, J.H.S., Monteiro, C.F., Ferreira, L.A., Cordeiro, J.R. & Souza, L.M.P. (2017). Occupational Roles of individuals with Sickle Cell Anemia. Retrieved from http://dx.doi.org/10.11606/issn.2238-6149.v28i2p230-238 Johns Hopkins Medicine. (n.d.) Patient Education. Retrieved from https://www.hopkinsmedicine.org/Medicine/sickle/patient/index.html Keller, S.D., Yang, M., Treadwell, M.J., Werner, E.M., Hassel, K.L. (2014) Patient Reports of Health Outcome for Adults Living with Sickle Cell Disease: Development and Testing of the ASCQ-Me Item Banks. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25146160 Knott, L. (2017). Sickle Cell Disease: Sickle Cell Anemia. Retrieved from https://patient.info/health/sickle-cell-disease-sickle-cell-anaemia Mayo Clinic. (2018). Sickle Cell Anemia. Retrieved from https://www.mayoclinic.org/diseases-conditions/sickle-cell-anemia/diagnosis-treatment/drc20355882 Miller, R. E. (2018). Sickle Cell Disease. Retrieved from https://kidshealth.org/en/teens/sickle-cell-anemia.html Otis W. Brawley, MD; Llewellyn J. Cornelius, PhD, LCSW; Linda R. Edwards, MD; Vanessa Northington Gamble, MD, PhD; Bettye L. Green, RN; Charles Inturrisi, PhD; Andra H. James, MD, MPH; Danielle Laraque, MD; Magda Mendez, MD; Carolyn J. Montoya, RN, MSN, CPNP; Brad H. Pollock, MPH, PhD; Lawrence Robinson, MD, MPH; Aaron P. Scholnik, MD; Melissa Schori, MD, MBA. (2008). National Institutes of Health Consensus Development Conference Statement: Hydroxyurea Treatment for Sickle Cell Disease. Retrieved from http://annals.org/aim/fullarticle/668699/national-institutes-health-consensus-development-conference-statement- hydroxyureatreatment-sickle Pfizer Medical Team. (2014). Managing Sickle Cell Disease as an Adult. Retrieved from https://www.gethealthystayhealthy.com. Primary Psychiatry. (2008). Psychiatric Issues in Adults with Sickle Cell Disease. Retrieved from http://primarypsychiatry.com/psychiatricissues-in-adults-with-sickle-cell-disease/ Rettner, R. (2010). Adults Struggle With What Used to Be Child’s Blood Disorder. Retrieved from https://www.livescience.com/6815- adultsstruggle-child-blood-disorder.html Sandwell and West Birmingham Hospitals. (2014). Employment and Sickle Cell Disease. Retrieved from http://www.swbh.nhs.uk/wpcontent/uploads/2012/07/Employment-and-sickle-cell-disease-ML4367.pdf Santos, M., Travi, D., Ribeiro, C., Pianca, T., Saccilotto, I., Silla, L. & Picon, P. (2017). Pain Management and Substance Abuse in Sickle Cell Disease Patients. International Journal of Technology Assessment in Healthcare, 33, 72-73. DOI:10.1017/S0266462317002057 Singh, R., Jordan, R. & Hanlon, C. (2014). Economic Impact of Sickle Cell Hospitalization. American Society of Hematology Blood Journal. Retrieved from http://www.bloodjournal.org/content/124/21/5971?sso-checked=true Tanyi, R.A. (2003). Sickle Cell Disease: Health Promotion and Maintenance and the Role of Primary Care Nurse Practitioners. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/14560435 Uzoma, A. & Burnett, A. (2015). Sickle Cell Men Are Five Times More Likely to Develop ED with Recurrent Ischemic Priapism. Retrieved from http://www.issm.info/news/sex-health-headlines/sickle-cell-men-are-five-times-more-likely-to-develop-ed-with-recurrent-isc/
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Group assignment

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Group assignment

Case Study 1: Malpractice Action Brought by Yolanda Pinnelas

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People involved in case: Yolanda Pinnelas — patient Betty DePalma, RN, MS — nursing supervisor Elizabeth Adelman, RN — recovery room nurse William Brady, M.D. — plastic surgeon Mary Jones, RN — IV insertion Carol Price, LPN Jeffery Chambers, RN — staff nurse Patricia Peters, PharmD — pharmacy Diana Smith, RN Susan Post, JD — risk manager Amy Green — quality assurance Michael Parks, RN, MS, CNS — education coordinator SAFE-INFUSE — pump Brand X infusion — pump Caring Memorial Hospital

Facts:

The patient, Yolanda Pinellas, is a 21-year-old female admitted to Caring Memorial Hospital for chemotherapy. Caring Memorial is a hospital in upstate New York. Yolanda was a student at Ithaca College and studying to be a music conductor.

Yolanda was diagnosed with anal cancer and was to receive Mitomycin for her chemotherapy. Mary Jones, RN, inserted the IV on the day shift around 1300, and the patient, Yolanda, was to have Mitomycin administered through the IV. An infusion machine was used for the delivery. The Mitomycin was hung by Jeffery Chambers, RN, and he was assigned to Yolanda. The unit had several very sick patients and was short staffed. Jeffery had worked a double shift the day before and had to double back to cover the evening shift. He was able to go home between shifts and had about 6 hours of sleep before returning. The pharmacy was late in delivering the drug so it was not hung until the evening shift. Patricia Peters, PharmD, brought the chemotherapy to the unit.

On the evening shift, Carol Price, LPN, heard the infusion pump beep several times. She had ignored it as she thought someone else was caring for the patient. Diana Smith, RN, was also working the shift and had heard the pump beep several times. She mentioned it to Jeffery. She did not go into the room until about 45 minutes later. The patient testified that a nurse came in and pressed some buttons and the pump stopped beeping. She was groggy and not sure who the nurse was or what was done.

Diana Smith responded to the patient’s call bell and found the IV had been dislodged from the patient’s vein. There was no evidence that the Mitomycin had gone into the patient’s tissue. Diana immediately stopped the IV, notified the physician, and provided care to the hand. The documentation in the medical record indicates that there was an infiltration to the IV.

The hospital was testing a new IV infusion pump called SAFE-INFUSE. The supervisory nurse was Betty DePalma, RN. Betty took the pump off the unit. No one made note of the pump’s serial number as there were six in the hospital being used. There was also another brand of pumps being used in the hospital. It was called Brand X infusion pump. Betty did not note the name of the pump or serial number. The pump was not isolated
or sent to maintenance and eventually the hospital decided not to use SAFE-INFUSE so the loaners were sent back to the company.

Betty and Dr. William Brady are the only ones that carry malpractice insurance. The hospital also has malpractice insurance.

Two weeks after the event, the patient developed necrosis of the hand and required multiple surgical procedures, skin grafting, and reconstruction. She had permanent loss of function and deformity in her third, fourth, and fifth fingers. The claimant is alleging that, because of this, she is no longer able to perform as a conductor, for which she was studying.

During the procedure for the skin grafting, the plastic surgeon, Dr. William Brady, used a dermatome that resulted in uneven harvesting of tissue and further scarring in the patient’s thigh area where the skin was harvested.

The risk manager is Susan Post, JD, who works in collaboration with the quality assurance director Amy Green. Amy had noted when doing chart reviews over the last 3 months prior to this incident that there were issues of short staffing and that many nurses were working double shifts, evenings, and nights then coming back and working the evening shift. She was in the process of collecting data from the different units on this observation. She also noted a pattern of using float nurses to several units. Prior to this incident, the clinical nurse specialist, Michael Parks, RN, MS, CNS, was consulting with Susan Post and Amy Green about the status of staff education on this unit and what types of resources and training was needed.

MY PART ON THE PAPER IS FOCUSING ON

• Who should write the incident report and what should it say?

• The doctrine of Respondeat Superior and how it would apply the issues surrounding informed consent Preparation for court of the parties.

Ineffective communication in NURSING

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Ineffective communication in NURSING

summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process. HAS TO BE NURSING RELATED.

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Conflict management

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Conflict management

description of how you handled or avoided a conflict with a nursing patient, as well as the results of your approach. Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use). Explain how conflict management relates to your effectiveness as a leader. NURSING RELATED..

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Need Response to below DQ

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Need Response to below DQ

Need Response to below DQ 175 words with 1 scholarly source and citation .that is les than 5 years old APA format

 

C. Jordon

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Introduction

The circle of care model is different from many other holistic nursing theories. This model is a continuous model where each person but contributes and receives from the model, throughout this model we will learn how the circle of care model stands out from the others.

Circle of Caring

The circle of caring model works as a continuum of care which encompasses the needs of the patient with the expertise of the FNP along with all the community resources to create a circle of caring (Health comm capacity, 2016). Without every member of the group the circle does not work properly. While each person may have different expertise, it takes people from every background to be able to supplement the other in the circle of caring model (National alliance of caregiving, 2018).

Other Models

While the circle of caring model works on a continuum of care and everyone in the continuum benefits and contributes form the group, the decision-making model works different as it works from the top down and everyone benefits in a different capacity (Dang and Dearholt, 2017). In the decision-making model the hierarchy makes the decisions that will then be passed down to the patient who will benefit from them (Dang and Dearholt, 2017). In this type of model, the patient may benefit from the information however the physician may benefit monetary for sharing the information (Dang and Dearholt, 2017).

Conclusion

The circle of caring model differs from all other models in the fact that everyone contributes and benefits from the group while the decision-making group has a hierarchy approach in which the information is provided at the top and then trickles down to everyone in the group. While both models have their strengths and weaknesses, the circle of care model works to provide holistic care to everyone.

References

D. Dang and S. Dearholt (2017). John Hopkins nursing: evidence-based practice: model and guidelines.Retrieved from https://www.aacn.org/store/books/128608/johns-hopk…

Health comm capacity (2016). The circle of care model. Retrieved from http://healthcommcapacity.org/wp-content/uploads/2…

National alliance pf caregiving (2018). Circle of care. Retrieved from https://www.caregiving.org/circleofcare/

Tags: nursing circle of care

Write a 5–6-page article on a controversial topic related to pharmacology.

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Write a 5–6-page article on a controversial topic related to pharmacology.

Overview

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Write a 5–6-page article on a controversial topic related to pharmacology. Explain appropriate use of pharmacology; the relationship between quality patient outcomes, patient safety, and the use of pharmacology; and how the topic affects communities and organizations. Describe inequities regarding access to pharmacological treatments.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

SHOW LESS
Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
Explain the appropriate use of pharmacology.
Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
Explain the relationship between quality patient outcomes, patient safety, and the use of pharmacology.
Explain how pharmacology affects communities and organizations.
Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.
Describe inequities regarding access to pharmacology.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Correctly format paper, citations, and references using current APA style.
Context
Professional nursing practice is based on knowledge that comes from research. This research provides nurses with strategies to better communicate with patients, as well as answers to questions such as the following:
What are the most effective pharmacological agents to treat hypertension in an elderly Latino patient?
How do home visits benefit the family of a child with a severe chronic illness?
Are there new pharmacological treatments for mental illness?
Health care is ever changing. Research helps nurses understand what those changes are and build on their knowledge base as they continue to provide quality care to their patients.
Assessment Instructions
In your professional nursing practice, you will likely encounter both patients and coworkers whose personal or cultural views on pharmacology may be quite different from your own. Understanding the most current research on pharmacological topics will help you make informed choices.For this assessment, imagine your supervisor asks you to write an article on a controversial topic for the organization’s monthly newsletter in which you review the most recent research on the topic. She stresses you must present a balanced overview and equally address the pros and cons of the topic.
PREPARATION
Complete the following as you prepare to write your article:
Choose a topic from the list below:
The use of medical marijuana.
The use of complementary and alternative medicines (CAM) versus traditional Western medicine.
Experimental drug programs and disease management.
Mandated vaccinations for children and the implications for parental choice not to vaccinate.
Search the Capella library and the Internet to locate peer-reviewed research articles on your selected topic. The information you use to support your work in this assessment must be as recent as possible.
Note: These are very broad topics. Limit your work to the scope of your practice and be mindful of the page-length requirements.
REQUIREMENTS
Once you have identified your topic, organize your article as you wish. Be sure to include the following:
Explain the appropriate use of the pharmacology related to the topic. Include elements such as diseases or health concerns associated with the topic and the efficacy and applicability of the pharmacology.
Explain the relationship between quality patient outcomes, patient safety, and use of the pharmacology related to the topic. Remember to address both the benefits and limitations of the pharmacology in terms of specific diseases and populations.
Explain how the topic affects both the community and the organization in terms of promoting health and wellness.
Describe any inequities regarding access to the pharmacology related to the topic. Is access limited to specific groups or populations? Who determines access? On what is it based? Does access influence choice?
Follow APA guidelines to format this assessment. Include a title page and reference page.
ADDITIONAL REQUIREMENTS
Number of pages: 5–6 (no more than 7).
At least 4 current scholarly or professional resources.
Times New Roman, 12 point, double-spaced font.
Research and Pharmacology Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the appropriate use of pharmacology.
Does not explain the appropriate use of pharmacology. Explains the use of pharmacology, but the explanation contains inaccurate information or is missing critical elements. Explains the appropriate use of pharmacology. Explains the appropriate use of pharmacology and considers efficacy, secondary health concerns, and factors that may affect efficacy.
Explain the relationship between quality patient outcomes, patient safety, and the use of pharmacology.
Does not explain the relationship between quality patient outcomes, patient safety, and the use of pharmacology. Explains the relationship between quality patient outcomes and patient safety, but the explanation is not associated with pharmacology or is missing key elements. Explains the relationship between quality patient outcomes, patient safety, and the use of pharmacology. Explains the relationship between quality patient outcomes, patient safety, and the use of pharmacology; considers both the benefits and limitations of pharmacological treatments.
Explain how pharmacology affects communities and organizations.
Does not explain how pharmacology affects communities and organizations. Explains how pharmacology affects communities or organizations but not both, or the explanation is missing key elements. Explains how pharmacology affects communities and organizations. Explains how pharmacology affects communities and organizations in terms of both preventing disease and promoting health and wellness.
Describe inequities regarding access to pharmacology.
Does not describe inequities regarding access to pharmacology. Identifies categories of inequities regarding access to pharmacology. Describes inequities regarding access to pharmacology. Describes inequities regarding access to pharmacology and considers the impact of inequities on individuals, families, communities, and populations.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically with correct use of grammar, punctuation, and mechanics. Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.
Correctly format paper, citations, and references using current APA style.
Does not correctly format paper, citations, and references using current APA style. Uses current APA style to format paper, citations, and references but with numerous errors. Correctly formats paper, citations, and references using current APA style with few errors. Correctly formats paper, citations, and refere

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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Within primary prevention, prevention of illness takes place (Magruder et al., 2016), including avoidance of the development of disease even if exposure happens (Bissell, 2006). It includes preparedness activities, and reducing exposure to environmental risk factors, in addition to improving resilience to them (Rose, 1992). For example, efforts exist in the form of promoting proper nutrition or utilizing vaccines to prevent disease (Rose, 1992). During the Haiti earthquake, the simple existence of the disaster team in preparation for the disaster was a primary prevention measure.

Resources were significantly limited in Haiti; most primary prevention efforts would have needed to take place in the initial preparation phase, before starting the mission. There could have been things that would have better prepared the volunteers, that also would constitute as primary prevention, that wasn’t observed in the video journal, but that doesn’t necessarily mean that it didn’t happen. For example, in addition to providing immunizations and prevention for the Haitian people, it is also important to also have good health protection practices for the volunteers. Education would’ve been helpful to address environmental conditions, sanitation, food preparation, and infection control practices. Learning about Haiti’s health and culture practices to help avoid and prevent the spread of disease. For example, better options to replace the bucket used for handwashing, how to safely prepare cultural food choices, and how to prevent contraindicated practices that could cause barriers to infection control or promote complications.

secondary prevention

Secondary prevention occurs after a disease has originated but before it becomes symptomatic (Howlett & Stein, 2016). It involves using disease control tools to reduce the spread of an epidemic and minimizing the harm that occurs once a disease or injury affects an individual or population (Bissell, 2006). Therefore, early interventions offer more optimal outcomes (Magruder et al., 2016).

The monitoring of minimum standards for water safety security, sanitation, shelter, and personal hygiene is critical for health promotion after disasters. Awareness of the emergence of water and foodborne disease is of importance to the health of the victims (Jafari, Shahsanai, Memarzadeh, & Loghmani, 2011). Antibiotics can often be considered a primary intervention to prevent disease, but in this case, many people were already ill and were treated to avoid further complications; making it become a secondary intervention.The empathetic conversation and Bible reading with the grieving man in the hospital; showing support and stating the fact that someone cared was in some ways, important as medical tasks. This secondary prevention is addressing the needs of the man who has already endured the emotional distress of the disaster and is helping to prevent his anguish from developing into a long-term psychological diagnosis.

tertiary prevention

The tertiary prevention phase is characteristically long in duration, and often an opportune time to initiate new aspects of primary prevention as the society attempts to “build back better” and reduce future risk (Keim, 2016).Disaster recovery actions promote the goal of decreasing the damage caused by a disaster and rebuilding communities to recover post-impact. Efforts would involve establishing interventions that are geared towards meeting the long-term needs of the victims and the community (Howlett & Stein, 2016). Steps are taken to help individuals who have been injured or ill to learn life skills and focus on regaining the full capacity to live normal lives (Bissell, 2006). Such needs are determined by the nature and extent of damage that had occurred to individuals or the community as a whole. An excellent example would include the provision of a place where individuals could have the opportunity of sharing with others about their experiences during the disaster thereby contributing to a positive healing process.Efforts would entail working in collaboration with other rescue teams such as the local police, fire department, and the Red Cross.

References

Bissell, R. (2006). Public Health and Medicine in Emergency Management. In Disciplines, Disasters a

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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Primary Prevention is the planning and assessment of what the needs are in this location. The risk factor most important which is communicable diseases should be determined. Things to determine are vaccines needed and other protection for workers coming into the area of disaster. Overpopulation, depressed economics and environmental issues such as lack of sanitary water and poor waste management add to long term effects on the public health. Exacerbated by lack of shelter, malnutrition because of food shortages, and poor access to health care cause a dramatic increase in the rates of communicable diseases after a disaster. (Jafari, 2011).

Secondary preventions is the acute phase of the disaster. As was mentioned in the documentary “Hitting the ground running”, triaging, treating, and recovery. This stage involves all personnel being on high alert and high energy. Organization or an attempt to is the key to be most effective, yet that is not always attainable as mentioned in the documentary (GCU, 2010).

Tertiary prevention would be assessing long-term effects of the disaster as in the resources that should to be kept in place. The starting point should be need for a better emergency system and early warnings. Even though this area is so economically depressed, the need is great for all life sustaining resources to be reassessed by government agencies.

Pre-impact phase is where the three proposed interventions falls and would be most beneficial. Before the actual disaster takes place is the most important time for the disaster planning. This disaster planning activities has a critical influence on how the disaster will affect an area or region, community or state. In assessing of the probabilities and risks of occurrence of certain types of disasters the community can have much needed resources readily at hand. Planning can assist emergency responds providers in a disaster situation to be more effective (Maurer, 2013).

Red Cross is the agency to work with due to the organization’s quick response to all disasters. They provide long-term care to the communities as well as encompass all interventions. Red Cross addresses all interventions, with damage assessment, mass care, food provision, shelter provision, supply provision, health services, and family services. As well as providing disaster welfare inquiry service, a network to allow families inquiring on the welfare of their families during the search and recovery stages (Maurer, 2013).

References:

GCU. (2010). “Diary of Medical Mission Trip”. Retrieved from Grand Canyon University: http://lc.gcumedia.com/zwebassets/courseMaterialPa…

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Please write a Paragraph answering to this discussion below with your opinion. Please include citations and references in alphabetical order in case of another source.

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Individual’s reaction to disaster is different. Some can have traumatic stress and others overwhelmed by issues that distress their spiritual lives. The occurrence of a disaster makes many people feel alive and connected to the divine than even before. There are several issues that can arise to the individuals, communities, and health care providers during that event. They can blame the disaster when it occurs even afterwards directly to God as they take Him to be the motive behind it. This blame may be brought forth through questions and proclamations made and those going through their heads. Spiritual care is a significant measurement of total health, and should be recognized and resolved for the spiritual requirements of disaster sufferers; this is an essential role of health care providers. Calamity managing is a group effort and as a result requires that health care providers lean on the knowledge and support of other team members; facilitating efforts with local religious, social governmental organizations, and non-governmental organizations, to handle the elusive effects of the cultural and spiritual shock of a disaster and to avert further disheartenment of the affected the people is crucial. Tragedies take place, and the only thing that can revolutionize in their destructive effects is to advance catastrophe preparedness and act in response jointly and bravely to every catastrophic event.

As community health nurses, we can assist in the spiritual care of those in need by using our language of compassion and empathy. This is our fundamental responsibility. Empathy and Compassion cannot be operationalized unless we demonstrate culturally ability, ethically true, and spiritually considerate behavior. We must be tolerant of cultures other than our own; we must read information and gain an understanding with the primary cultures of the affected populace.

References:

Minority nurse (2013). Caring for Communities After Disaster. Retrieved from https://minoritynurse.com/caring-for-communities-a…